12 BCOM3 IM Ch12

Chapter 12 Designing and Delivering Business Presentations
Chapter 12 Designing and Delivering

Business Presentations
Learning Objectives
1
2
3
4
5
Plan a business presentation that accomplishes the speakers goals and meets
the audiences needs.
Organize and develop the three parts of an effective presentation.
Select, design, and use presentation visuals effectively.
Deliver speeches with increasing confidence.
Discuss strategies for presenting in alternate delivery situations such as
culturally diverse audiences, teams, and distance presentations.
Chapter Overview
In todays environment, delivering a successful business report involves not only
making an effective spoken presentation but incorporating appropriate visuals as
well. The chapter emphasizes timeless techniques of spoken delivery as well as
visual and graphic design principles. Because the ability to give presentations using
alternate delivery situations is important in todays workplace, the chapter covers
strategies for responding to a culturally diverse audience and effective team and
distance presentations.
Key Terms
Articulation 206
Extemporaneous presentation 205
Impromptu presentation 205
Internet conferencing 214
Manuscript presentation 204
Memorized presentation 204
Oral briefings 194
Phonation 205
Pronunciation 207
Chapter Outline
PLANNING AN EFFECTIVE BUSINESS PRESENTATION 194
Identify Your Purpose 195
Know Your Audience 196
ORGANIZING THE CONTENT 197
Introduction 197
Body 199
Closing 200
DESIGNING COMPELLING PRESENTATION VISUALS 200
Types of Presentation Visuals 200
Design of Presentation Visuals 202
2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
accessible website, in whole or in part.
Design Tips for Audience Handouts and Notes Pages 203

REFINING YOUR DELIVERY 204
Delivery Method 204
Vocal Qualities 205
Delivery Style 207
ADAPTING TO ALTERNATE DELIVERY SITUATIONS 210
Culturally Diverse Audiences 210
Team Presentations 212
Distance Presentations 213
PowerPoint Slides
Lecture Slides Students can review key chapter concepts on the Lecture
Slides (found on the companion website (Students Resources)). Slides can be
downloaded for convenient printing of handouts for taking class notes.
Slide Number and Title
1. Chapter 12 Designing and Delivering Business Presentations
2. Learning Objectives
3. Preparing an Effective Presentation
4. Organizing Your Presentation
5. An Effective Introduction . . .
6. Crafting an Effective Body
7. Crafting an Effective Closing
8. Presentation Design Principles
9. Vocal Qualities Enhance Presentation Style
10.Speaking to Culturally Diverse Audiences
11.Delivering as a Team
12.Adapting Presentations for Distance Delivery
E-lectures Slides with engaging narration of key conceptsuseful as
reinforcement of lectures and exam reviewsare available through the
CourseMate site for BCOM3.
Resource Slides A larger deck of slides for instructors for displaying in the
classroom; these slides for class enrichment and solutions to activities and
applications are also available at the companion website (Instructors Resources)
and on the Instructors CD.
Slide Number and Title
1. Chapter 12 Designing and Delivering Business Presentations
2. Learning Objectives
3. Learning Objective 1 Plan a business presentation that accomplishes the
speakers goals and meets the audiences needs.
4. Preparing an Effective Presentation
5. Identifying Your Purpose
6. Knowing Your Audience
7. Learning Objective 2 Organize and develop the three parts of an effective
presentation.
8. Organizing Your Presentation
9. Effective Attention-Getters
10. An Effective Introduction . . .
11. Crafting an Effective Body
12. Making Your Presentation Easy to Understand
13. Crafting an Effective Closing

14. Learning Objective 3 Select, design, and use presentation visuals
effectively.
15. Benefits of Presentation Visuals
16. Types of Presentation Visuals
17. Presentation Design Principles
18. Using Text Effectively
19. Ineffective Slide Design: What Does Not Work
20. Effective Slide Design: Why It Works
21. Ineffective Slide Content: What Does Not Work
22. Effective Slide Content: Why It Works
23. Learning Objective 4 Deliver speeches with increasing confidence.
24. Types of Delivery Methods
25. Vocal Qualities Enhance Presentation Style
26. Achieving Good Vocal Quality
27. Learning Objective 5 Discuss strategies for presenting in alternate
delivery situations, such as culturally diverse audiences, team and
distance presentations.
28. Speaking to Culturally Diverse Audiences
29. Delivering as a Team
30. Adapting Presentations for Distance Delivery
31. Using Videoconferencing Appropriately
Teaching Suggestions
Learning Objective 1
Plan a business presentation that accomplishes the speakers goals and meets the
audiences needs.
Planning an Effective Business Presentation
Ask students to relate their experiences with hearing ineffective presentations,
whether in a classroom, student organization, or business environment.
Ask them what made the presentation ineffective.
Discuss the importance of getting the audiences attention. Remind students of
the quote, You never get a second chance to make a first impression.
Discuss the ease of creating and transporting electronic visual aids; ask students
whether they think presenters apt to overuse visual aids rather than focusing on
content? Why or why not?
Resource slide 4: Preparing an Effective Presentation
Identify Your Purpose and Know Your Audience
Show the visual as you lead a discussion of important considerations

when planning an effective presentation.
Resource slide 5: Identifying Your Purpose
Resource slide 6: Knowing Your Audience
Ask students whether the opening or the closing is the most critical
portion of a presentation and to provide justification for their opinion.
Ask students how knowing your audience would change your content
and possibly your delivery method.
Organize and develop the three parts of an effective presentation .
Organizing the Content
Show the visual as you preview the three-part structure of an effective
presentation.
Ask students how long each part should be in relation to the total presentation
time. What happens if the introduction or conclusion is missing? Too long?
Resource slide 8: Organizing Your Presentation
Introduction
Show the visual as you discuss important elements of an effective introduction.
Capture attention and involve the audience.
Establish rapport with the audience. Stress that students should take the time
in the introduction to establish credibility and expertise on the topic and to
create a connection with the audience.
Present the purpose statement. Make sure the audience knows why they
should listen and why the information is beneficial to them.
Preview the points that will be developed. Reveal the points of the outline to
help the audience move through your presentation more easily.
Resource slide 10: An Effective Introduction . . .
Show the visual as you lead the class in a discussion of techniques for gaining
audience attention and holding interest.
Emphasize that a quotation provides the following benefits: (1) expresses
thoughts more clearly, (2) adds a spark to your speech, (3) gets points across
(4) adds authoritativeness, and (5) commands attention and respect.
Resource slide 9: Effective Attention-Getters
Emphasize that presenters should avoid (a) unoriginal or overused

statements such as My name is . . . or It is a pleasure . . . (b) apologies for
lack of preparation, late arrival, and so on, and (c) potentially offensive jokes
and gimmicks.
Ask students to share examples of speeches they recall vividly. What techniques
did the presenter use to accomplish the goals of an effective introduction?
Assign Application 3 that requires students to critique a well-known speaker of
their choice. Ask students to share their observations.
Body
Show the visual as you discuss techniques for making the body of a presentation
effective.
Show the visual as you discuss techniques for making the presentation easy for
the audience to understand.
Resource slide 11: Crafting an Effective Body
Resource slide 12: Making Your Presentation Easy to Understand
Close
Show the visual as you discuss the elements of an effective summary.
Remind students to practice the introduction and the close until they can deliver
it without stumbling. This extra practice is necessary because the introduction
and summary are critical to the overall effectiveness of the presentation.
Resource slide 13: Crafting an Effective Closing
Assign Application 4, which involves giving an extemporaneous presentation.

Students may gather their information and outline the topic. Visuals may be
prepared after the discussion of that topic occurs.
Select, design, and use presentation visuals effectively.
Designing Compelling Presentation Visuals
Showing the visual as you discuss the benefits of using presentation visuals.
Ask students the advantages of using class visuals. How are students impacted
in classes where visuals are not used? How do their experiences relate to other
audiences?
Resource slide 15: Benefits of Presentation Visuals
Types of Presentation Visuals
Refer students to Figure 12-1 on page 201 and display the visual as you
introduce the choices available in visuals. What are the benefits and drawbacks
of each type?
Assign students to organize and research a topic for a presentation and prepare
visuals to fit the topic. When students prepare their visuals, have them prepare
at least one type other than the common electronic presentation slides.
Resource slide 16: Types of Presentation Visuals
Design of Presentation Visuals

To introduce this topic, show Comedian Don McMillans video, How Not to Use
PowerPoint that humorously uses PowerPoint snafus to stress that computer
technology has raised the standards for presentation visuals; however,
inexperienced designed often misuse and overuse PowerPoint slides.
Discuss the docu-points electability PowerPoint slideshow that the Hillary
Clinton campaign emailed to all House Democrats that included nine slides, 275
words, one table, three bar charts, and two pie charts. Ask the students to
explain why docu-points are usually less effective than a concise, welldesigned handout or summary report.
After this discussion, have students complete Activity 5 that requires them to
generate a list of additional faux pas that you have observed in the design and
use of presentation visuals. Develop a two- to three-minute presentation
conveying this information in a workplace setting.
Project the visual as you initiate the discussion of effective design of
presentation visuals. Stress that each of these components is important to slide
design, and that a flashy slide will not make up for a lack of content. Design
principles are illustrated in the ineffective/effective slides in Figure 12-2 (slide
content). Additional explanation appears in the discussion on page 204.
Resource slide 17: Presentation Design Principles
Involve students in contrasting the effective and ineffective example shown in

Figure 12-2 and provided on the visual (poor example-left and good example 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
right) as you emphasize each design principle. Refer students to the full
explanation on page 204 of the textbook.
Resource slide 19: Ineffective Slide Design: What Does Not Work
Resource slide 20: Effective Slide Design: Why It Works
Stress the importance of clear, concise content including:

Titles that accurately describe the exact nature of the information
contained on the slides and using titles that engage the audience to keep
his/her attention focused on the speaker and the visual.
Parallel structure in bulleted lists. Also, emphasize that each item in
the list should have a common element that is described accurately by the
title. For example, each item in the visual is a value of using stories in a
presentation.
Discuss that readability is a key criterion for slide design, which requires high
contrast between the background and foreground.
To reinforce the design principles, use the following activities:
Resource slide 21: Ineffective Slide Content: What Does Not Work
Resource slide 22: Effective Slide Content: Why It Works
Assign Activity 4a-c that provides students individual and team practice in
improving presentation visual design and content. Project the solutions as you
reinforce slide design principles. Assign 4c if students have not completed it
earlier.
Deliver speeches with increasing confidence.
Refining Your Delivery
Ask the class which of the four presentation delivery methods they think is
used most often by professionals in their field. Use their input to lead naturally
to a discussion of memorized, manuscript (scripted), impromptu, and
extemporaneous presentations.
Resource slide 24: Types of Delivery Methods
Assign Activity 3 and allow class time for students to critique their speaking
ability after presenting an impromptu speech.
Show the visuals as you lead a class discussion on the qualities of an
effective voice.
Resource slide 25: Vocal Qualities Enhance Presentation Style
Resource slide 26: Achieving Good Vocal Quality
Case Assignment 1: Now About That Accent . . .

Have students read the case and complete the activities as directed.
Lead a discussion of how accent will likely affect the chosen career paths of
individual students in the class. Take a poll as to whether students feel their
accent will be a positive influence, a negative influence, or no influence on their
career progression.
Delivery Style
Before the presentation
Lead a discussion of techniques for practicing effectively.

Discuss public speaking anxiety and ways to alleviate that anxiety, including
PRACTICE!
Use these teaching suggestions to help alleviate fear:
o
Emphasize that fear of public speaking can be overcome with time and
practice.
o
Present the following baseball analogy that Bert Decker cites in Youve
Got to Be Believed to be Heard. Major league baseball players are
considered successful if they bat above .300if they hit the ball 30 percent
of the time. Your chances of delivering an effective speech are much better.
Why jeopardize your career by not even attempting public speaking?
o
Ask students to work in a small group to list their fears related to public
speaking. Through discussion, compile one master list. Point out to
students that their fears are common to virtually everyone.
Discuss strategies for presenting in alternate delivery situations such as culturally
diverse audiences, team, and distance presentations.
Adapting to Alternative Delivery Situations
Discuss situations business presenters face where they have to adapt quickly and
easily to a different situation. Remind students that audience consideration should
be a major factor in planning a presentation. Using these considerations, presenters
should be able to respond to the special needs of a culturally diverse audience,
deliver a presentation as a team, and deliver in a distance format, such as through
web interface or videoconferencing.
Culturally Diverse Audiences
Show the visual as you lead a discussion about guidelines for speaking to an
intercultural audience.
Review guidelines for writing to an intercultural audience. (See slides provided
in Chapter 6.) Discuss the similarities between adaptation for writing and for
speaking.
Relay that in Japanese and Chinese cultures, business cards are extremely
important and must be handled with care because damage to the card
represents damage to the individual. Remind students to keep these cultural
differences in mind when presenting to a culturally diverse audience.
Resource slide 28: Speaking to Culturally Diverse Audiences
Team Presentations
As you show the visual, lead a discussion of why it is not advisable to wing
it in a team presentation.
Ask students to comment on how a news broadcast team (made up of one or

more newscasters, a sportscaster, and a meteorologist) presents a seamless
delivery in a 30-minute news program.
Lead a discussion as to whether an individual presentation or a team

presentation presents more challenges.
Resource slide 29: Delivering as a Team
Distance Presentations
Lead a discussion as to why distance presentations are growing in popularity

and discuss how travel policies for companies have changed in the last five years.
Discuss various changes in the way presentations are delivered:

Many presentations are now made available over the Internet, so presenters
must be aware of how the presentation will be used or distributed in the
future.
Discuss the podcast as a new option for distance delivery of information.
Remind students that a podcast may include visuals and voice or voice only.
Emphasize the need for a conversational style in podcasts that make the
listener see the subject. Much of podcasting appeals to the imagination in
the way that radio broadcasts did in its heyday.
Discuss some of the communication challenges posed by distance presentations
and show the visuals as you discuss guidelines for adapting a presentation for
distance delivery.
Resource slide 30: Adapting Presentations for Distance Delivery
Resource slide 31: Using Videoconferencing Appropriately
Summary
If facilities to videotape presentations are available, schedule team presentations
so that other teams constitute the audience. Videotapes should be made
available for student review (feedback). Refer students to the Check Your
Communication checklist as a guide for planning as well as evaluation of their
presentations.
A suggested grading sheet for the oral component of a report project completed
collaboratively is available at the Instructors website.
Team presentations are usually less threatening than individual ones. Three- and
four-person teams can be assigned to prepare and make presentations.
Additional business topics that might be used for individual or team reports
include the following:
Officers reports to a corporate shareholders annual meeting. Each

team may select its own corporation from any available annual reports.
Students play roles as officers making financial, marketing, social
responsibility, production, or long-range planning reports.
One person serves as moderator, and the other three, as panel

participants.
Presentation of the advantages and disadvantages of financial

investments. Team members should plan the discussion around common
stocks, corporate bonds, tax-exempt instruments, bank deposits, and federal
obligations such as Treasury bills.
Ask students to complete selected activities at the end of the chapter. Remind
students to study the suggestions in the Check Your Communication checklist
when planning and delivering a speech or oral report and designing visuals.
Assign the interactive quizzes for Chapter 12 that appear on the student website
and in your online course. Assure students that completing this assignment will
be an excellent review for an objective test on the material and for completing
future writing assignments successfully.
Use Case Assignment 1, Now About that Accent, to prepare students for an
analytical writing assignment. Have students complete the activities and use the
writing assignments as preparatory practice in writing about a multi-faceted

issue or in writing an argument for a particular point of view.
Chapter Review
1. How does the purpose of a presentation affect the process of planning
a presentation? What two techniques can you use to condense the
purpose of a presentation into a brief statement? (Obj. 1)
As a speaker, you must know what you want to accomplish during a presentation
before you can begin planning. Two ways to condense your purpose are (a) ask
yourself, What is my message and then develop a phrase, single thought, or
conclusion you want the audience to take with them; and (b) imagine the members
of your audience are leaving the room and are asked to summarize what they
heard in as few words as possible.
2. What important facts should a speaker know about the audience when
planning a presentation? (Obj. 1)
The speaker should know (a) who requested the presentation and general
characteristics of the audience; (b) why the topic is important to the audience; and
(3) what environmental factors affect the presentation.
3. What is the basic three-part structure of an effective presentation?
What are the purposes of each part? (Obj. 2)
The three-part structure of a report is: (a) Introductiontell the audience what you
are going to tell them; (b) Bodytell them; and (c) Closetell them what you
told them.
4. What does a speaker hope to accomplish in the close? What suggestions
will help a speaker accomplish this goal? (Obj. 2)
The close should support and refocus the audiences attention on your purpose in a
clear and memorable way. A speaker should (1) commit the time and energy
needed to develop a creative, memorable conclusion; (2) tie the close to the
introduction to strengthen the unity of the presentation; (3) use transition
words that clearly indicate you are moving from the body to the close; (4)
practice the close until you can deliver it without stumbling; and (5) smile and
accept audience applause.
5. Discuss general guidelines for preparing an effective presentation
visual. (Obj. 3)
Guidelines for preparing an effective presentation visual include: limiting the
number of visual aids used in a single presentation; including only one major
idea on each visual; keeping the design simple and clean; designing the
graphic to avoid distorting facts and relationships; assuring that the visual can
be read by everyone in the audience; and proofreading carefully.
6. Briefly explain the provisions of the Copyright Law of 1976 as it applies
to multimedia content (graphics, sound, and video). What steps can
presenters take to ensure they are complying with copyright law?
(Obj. 3)
The Copyright Law of 1976 fixes copyright at the moment an original work is
tangibly expressed. Copyright owners have the right to control how their work
is reproduced, distributed, and performed. Presenters should be familiar with
the law, seek any necessary permissions, and understand the provisions of fair
use so as not to violate them.
7. Which delivery methods are used most often by business speakers?
What are the advantages and limitations of each? (Obj. 4)
Four presentation methods are available: memorized, manuscript (scripted),
impromptu, and extemporaneous. Impromptu and extemporaneous are useful
for business presentations. Memorized presentations are useful for quotes and
other material that must be accurately delivered; they lack spontaneity and
naturalness. The manuscript (scripted) method is useful in situations where
careful following of a script is in order (legally sensitive information, etc.); it is
generally boring to the audience. Impromptu delivery is necessary for
situations that demand spontaneous response but can result in nervousness.
Extemporaneous presentations require planning, preparation, and rehearsal
but allow natural conversation and gestures and a genuine connection to the
audience.
8. What ethical responsibility does a speaker have when planning and
delivering a presentation? (Objs. 1, 4)
The speaker is ethically obligated to have something worthwhile to share with the
audience and to be well prepared to do so, while staying within the designated
time limit.
9. What can a speaker do to ensure that a presentation is understood and
not offensive to audience members of various cultures? (Obj. 5)
The speaker can do the following to ensure effectiveness with a cross-cultural
audience: (a) use simple English and short, clear sentences; (b) avoid
acronyms, slang, jargon, figurative expressions, sports analogies, and
emotional trigger words; (c) seek feedback to confirm audience understanding;
(c) enunciate precisely and slowly; (d) use humor and jokes carefully; and (e)
adapt to differences in preferred organizational patterns, nonverbal
communication, presentation style, gift-giving practices, and appropriate
greeting customs.
10. What strategies are recommended for delivering an effective team
presentation? (Obj. 5)
For an effective team presentation: (1) select a winning team; (2) agree on purpose
and schedule; (3) plan seamless transitions between segments/presenters; (4)
deliver as a team; and (5) field questions as a team.
Activities
Teaching Suggestions and Possible Solutions
1. Preparing a Top Ten List for Effective Business Presentations (Objs. 15)
Generate a list individually of the top ten mistakes presenters make
and share the list in small groups. Groups may be asked to share this
information with the class in an informal presentation. Have students
contribute individual thoughts to a blog related to business presentation
success strategies.
One possible solution follows:
Mistake
Tip
Talking too fast

Making nervous gestures
Slow down
Be conscious of nonverbal
communication
Make organized outline and notes and
use them
Prepare speech to be shorter than
allotted time
Prepare good notes and use them
Conduct a thorough audience analysis
beforehand
Know your subject well enough to be
able to deliver presentation without
electronic presentation; relax and dont
worry about it
Conduct a thorough audience analysis
beforehand
Make eye contact with audience
members from one side of the room to
the other and from the front to the back
Straying off topic

Going over the allotted time
Reading from visuals
Not knowing the audience
Not being prepared for computer
failure
Using humor inappropriate for
audience
Not making eye contact
2. Focusing on an Effective Introduction and Close (Objs. 1, 2)

In a small group, develop a captivating introduction and memorable
close for the COPE presentation discussed in this chapter or for a topic
your instructor provides. Be prepared to present to the class and discuss
the techniques you applied in each of these important sections of a
presentation.
Sample Introduction: After three days of participating in mentally and physically
challenging activities with your employees, you will know them better than ever;
they will know and trust each other better, and they will trust you more. As a COPE
leader, I have seen our program work, and I will show you the three ways our
program can bring your company managers and employees closer together: (1) by
promoting trust through group and paired activities, (2) by providing social times to
get to know each other better, and (3) by minimizing the outside distractions of the
normal workday.
Sample Closing: As a manager, you need to book a COPE program for your
company today. We can help you trust one another more and know one another
more through programs that minimize outside distractions.
3. Presenting an Impromptu Presentation for Self-Critique (Objs. 1, 2, 4)
In groups of four assigned by your instructor, select four topics from
the following list of questions provided by your instructor. A group leader
may randomly assign a topic to each member or allow the members to
select a topic. Following a brief preparation time, each member will give a
one to two-minute presentation to the group. After all presentations are
given, the group will briefly discuss the strengths and weaknesses of each
presentation and strive to provide each member with a few specific
suggestions for improvement.
a.
What is the best career advice youve received?
b.
What communication abilities are especially important during
uncertain times?
c.
d.
e.
f.
g.
h.
How do social networking sites such as MySpace and Twitter

affect your marketability?
What are the top three goofs made by [new hires, student
interns, job applicants, presenters, or others]?
Who is the CEO you admire most and why?
Why is being a team player (or global thinker) important in
todays economy?
Which technology has had the most effect on your day-to-day
life? Which do you expect to have the most impact on your work life?
What do you consider to be the distinction between
management and leadership?
Project the Solution slide and discuss the answers in class, or assign the Student
Handout (at the end of this guide and online) as homework.
These exercises provide a way to get the entire class involved in group work,
speaking roles, and the development of meaningful content. You may encourage
each team to develop a critique form for use in evaluating each presentation and
providing feedback for improvement.
4. Improving Presentation Visuals (Obj. 3)
Evaluate the effectiveness of the following slide and offer suggestions
for improvement following the design principles presented in the text. Be
prepared to present your analysis to the class. Your instructor may ask
you to revise or build slides. A downloadable version is available at your
companion Web site.
a. Revise the slide content shown above and select an appropriate

template and graphics to support the topic.
b. In groups, brainstorm strategies for preparing an effective team
presentation. Collapse your ideas into five memorable points that
capture key success ideas. Revise the list for parallel wording, clarity,
and brevity. Display your list on a slide using a format that includes
more than a basic bulleted list; add an engaging title and an
appropriate template and graphics. Be prepared to present your slide
to the class for critique; incorporate suggestions received and submit
to your instructor as an email attachment.
c. In groups, design slides to support one of the following topics or as

directed by your instructor. Include a title slide, at least one bulleted
list, and one direct quotation. Be prepared to share the slides with
another small group and then revise, incorporating suggestions
received.
Present an argument for the continued use of electronic
presentations in your company. Include succinct advice for using the
communication tool effectively.
Present an argument for the importance of a highly demanded
workplace skill and strategies for developing it. You might choose a
key team skill such as trust or collaboration, or a new technology
skill such as social networking or social bookmarking. Conduct a
search of an online database or the Internet for assistance in
selecting a topic of value to the class.
Possible solutions follow:
a. See Solution slide.
b. In groups, develop a list of strategies for preparing effective team presentations.
Revise the list for parallel wording, clarity, and brevity. Create a slide that
displays the list using a format that includes more than a basic bulleted list; add
an engaging title and use an appropriate template and graphics. Have the class
critique the slides created by groups; require each group to revise the slide
incorporating class suggestions and email the revised slide to the instructor.
c. In groups, design slides based on a topic provided by the instructor. Topics can
include one of the following: (1) Present an argument for continued use of
electronic presentations in your company. Include advice for effective use of the
tool. (2) Present an argument for the importance of a highly demanded
workplace skill and strategies for developing it. Each group should create slides
that include a title slide, at least one bulleted list, and one direct quotation.
Share the slides with another group, critique, and make revisions.
5. How Not to Use PowerPoint (Obj. 3)
Assign students to view Comedian Don McMillans YouTube video, How
Not to Use PowerPoint. In small groups, ask students to list common
mistakes in using PowerPoint. Develop a short presentation conveying this
information in a workplace setting.
Applications
Read
1. Assign students to read the following article, which offers suggestions
for developing business presentations for an international audience:
St. Amant K. R. (2005, May). Presentations for international audiences, Intercom,
1315. Available from Business Source Complete Database.
After theyve read the article, have students prepare a grid that compares
presentation practices appropriate for audiences of the same culture as
compared to international audiences. They should research further as

necessary to complete the informational comparison. (Obj. 15)
A sample grid that compares cultural groups follows:
Cultural group
Japanese
British/Other Europeans
South Americans
Americans
Presentation preferences
Dont like gestures; Dont like close physical
contact; Decision-makers do not always attend
presentations; Dont like white in visuals because
symbolizes death
Prefer slower paced delivery; Like detail and
documentation; Dont like close physical contact;
Prefer questions at the end; Dont like speaker to
move into audience
Like fast-paced delivery; Are comfortable with close
physical contact; Dont like yellow in visuals
Like fast-paced delivery; Prefer interaction
throughout;
Like speaker to move into audience
Write
2. Have students read the presentation code of ethics for professional
communicators and a related article:
International Association of Business Communicators (IABC): IABC code of ethics
for professional communicators. Available at www.iabc.com/about/code.htm;
Zielinski, D. (2002, August 10).
The presenters pledge: Do presenters need a code of conduct? Presentations,
16 (8), 24+. Available at www.allbusiness.com/services /business-servicesadvertising/4246997-1.html.
After theyve read the articles, ask students to consider the ethical
challenges presenters face and the behavioral guideposts presented in
these readings. Have them write their own presenters pledge to ensure
honesty and integrity in their professional presentations. Students
should also be prepared to explain to the rest of the class their rationale
for the actions included. (Obj. 15)
Student responses will vary but should focus on (1) showing honesty and integrity
by not attempting to mislead the audience; (2) using only quotes and statistics that
can be verified and that are not products of somebody once said; (3) always citing
sources and never violating copyright; (4) practicing multiple times prior to delivery;
and (5) knowing the audience and being sensitive to the cultures, values, and
beliefs.
Think
3. Assign students to evaluate the speaking skill of a well-known
television newscaster, political figure, or a recognized speaker on your
campus. Propose students locate a Webcast or podcast of their most
admired CEO or company spokesperson at the company website or at
the Wall Street Journal Online or BusinessWeek Online. What are the
strengths and weaknesses? Students can use the Check Your
Communication checklist on their Review Cards to direct their
attention to the various components of effective speaking. Ask each

student to draft a proposal offering suggestions for improving the
persons spoken communication skills, including paying special
attention to vocal qualities, audience eye contact, audience rapport, and
organization. (Obj. 15)
Encourage students to discuss these analyses with the entire class or in a group
discussion. Summarize students comments by generating a list of strengths and
weaknesses in spoken communication skills.
Speak
4. Provide students with specific instructions for presenting a proposal to
management. Each student should select a topic from the following list
of suggested proposals topics or use them as a springboard for other inhouse presentations. (Obj. 15)
a. Proposal to develop a policy that provides up to five paid days annually for
volunteer work.
b. Proposal to implement an in-house recycling program.
c. Proposal to a local business to enhance the customer experience without
increasing costs.
d. Proposal to the board of directors to forge a strategic alliance with another
company. Choose two likely companies and present the concept and the
benefits that could be derived for each company.
e. Proposal to extend your companys domestic retail market into an
international market of your choice.
f. Proposal to management for creating a joint venture with another company to
offer a business-to-business (B2B) exchange for online commerce and supplychain services. Choose two feasible companies that could take advantage of
the benefits of supply-chain management (e.g., HomebuildersXchange links
suppliers, distributors, and trade contractors and builders to bring efficiencies
to every participant in the construction process).
For this assignment, select from among the proposal selections presented in the
text, those you wish students to include in their proposals. This is an excellent team
assignment.
Collaborate
5. Divide the class into small groups and ask each student to present a
one- to two-minute presentation to his or her group explaining a key
concept or new development in his or her career field. You should offer a
brief period of time for preparation; however, the purpose of the activity
is to prepare for impromptu spoken presentations. After all
presentations are given, ask each group to briefly discuss the strengths
and weaknesses of each presentation and provide each member with a
few specific suggestions for improvement in delivering an impromptu
presentation. (Obj. 1, 2, 4, & 5)
This assignment can be completed in conjunction with any team project with which
your students are involved. Evaluation can be informal and peer driven.
Digging Deeper
1. What is the single, most important piece of advice you would give for
making an effective business presentation?
Student responses will vary. They should support their opinion with information from
the chapter. One response might be: Considering the audience is the most
important step in organizing a presentation. If the topic and the delivery are not
interesting to the audience, the content does not matter. If the presenter cannot
make that initial connection with the audience, the rest of the presentation is in
vain.
2. With current advancements in technology, how has the business
presenters role been simplified? How has it become more difficult?
Current technology has made presenting slides or overheads and handout much
easier because presentation software is readily available and simple to use.
However, this same software has made presenters lazy in researching and
organizing their presentations. Too many presenters start with their slides and not
with research. Preparation of slides should be the last step occurring before practice
and delivery.
3. How does the advice communicate a lot, using a little as possible
relate to the design of presentation visuals?
Student responses will vary. They should support their opinion with information from
the chapter about the use of design and content. Provide example to support points.
Cases
CASE ASSIGNMENT 1: Now About That Accent
Most individuals pick up the accent spoken in the region in which they live, and
those who learn English as a second language typically retain some elements of
pronunciation that are indicative of their first language. When you leave your native
area, your accent may be a subject of interest, humor, or even ridicule.
Studies have indicated that salespersons with a standard accent or dialect are often
perceived more favorably by customers than foreign-accented salespersons. The
U.S. media promotes the acceptance of general American standard dialect, and
the seeming lack of accent among public broadcasters is often the result of
extensive retraining in vocal delivery. Corporations often also desire to enhance
universal acceptance by cultivating standard English among their management.
Corporate accent-reduction speech clients have included executives from Beech
Aircraft, Mitsubishi Bank, NCR Corporation, Union Carbide, and Wells Fargo Bank.
Not everyone, however, feels that accents are detrimental. A countering opinion is
that an accent may at times serve as an asset to the speaker. It reflects personhood
and adds dimension and interest to the individual. Furthermore, the best English
is often dictated by audience expectation and the circumstances in which a speaker
functions. Regardless of the charm value of an accent, your audience must be able
to understand you. The following guidelines are suggested when the speakers
dialect is different from that of the audience:
Speak more slowly and distinctly than usual during the opening minutes of
your presentations, to allow the audience to adjust to your speech
patterns and style.
Dont apologize for your accent. The audience will likely not find it
offensive once they can understand your speech patterns.
To avoid emphasizing the wrong syllables, ask someone fluent in the

dialect of the audience to pronounce unfamiliar words, names, etc. Devise
a kind of shorthand for marking the pronunciation and accented syllables
in your notes.
Try not to let your concern over dialect interfere with your interaction with
the audience. Be enthusiastic and let your personality show through.
Sources: DeShields, O. W., Kara, A., & Kaynak, E. (1996). Source effects in purchase decisions: The impact of
physical attractiveness and accent of salesperson. International Journal of Research in Marketing, 13(1), 89
101; Stern, D. A. (2005). Speaking without an accent. Dialect Accent Specialists, Inc. Retrieved from
http://www.dialectaccentspecialists.com/accent_reduction.shtml
Activities
Ask students to respond to the following questions and activities:
1. Locate at least one additional website on the subject of accents that
you found interesting. What was the URL of the site? Summarize the
important aspects of the information in outline form.
Answers will vary with the article located; however, the outline should be correct in
form and style and an adequate reflection of the articles content. Ask students to
attach a printout of their selected article.
2. Analyze your own accent, responding to the following questions: Of
what region is it typical? What distinguishes it from others? Is your accent
stronger at certain times? If so, why? Email your instructor with your selfanalysis.
Answers will vary and should indicate a reflective review of the students personal
accent.
3. How are accent and dialect different yet related? Prepare a chart that
illustrates the relationship.
While some people use the terms accent and dialect interchangeably, experts
differentiate. Accent is concerned with the way language is pronounced; it includes
the variation in stress and intonation. Dialect reflects differences in grammar and in
word choice.
Accent and Dialect Compared
Speech Factor
Accent
Dialect
Pronunciation of words
Choice of words
Stress and intonation
Rhythm
Grammar
4. What are the advantages and disadvantages of a regional accent? How

can accent work either to enhance or worsen a businesspersons
communication? Write a one- to two-page summary of your position on the
issue.
Student summaries may include some of the following ideas. Language is
something common to all, and everyone speaks with an accent. Those with a non 2011 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly
regional accent sometimes think they have no accent, precisely because it is not
associated with any particular region, but rather with the standard dialect of English
used in education, government, and media. Unfortunately, accent and dialect are
ripe fields for prejudice and stereotypes. For this reason, professionals in some fields
seek accent reduction. Some advantages and disadvantages of accents and dialects
are summarized below:
Advantages of a regional accent and dialect:
They are a part of ones personality; they add variety to our communication.
They identify an individual as being part of a group, an insider.
They can be icebreakers among strangers.
Disadvantages of a regional accent and dialect:
They serve as a basis for stereotyping an individual, often negatively.
They can interfere with understanding.
They identify an individual as not being a part of a group, an outsider.
CASE ASSIGNMENT 2: Sun MicrosystemsTechnology Advancements
Revolutionize Business Presentations
The following case highlights Sun Microsystems and the exciting visual capabilities
offered by its Java programming language.
Sun Microsystems was originally involved with the manufacture of computer
workstations; now it is most associated with Java, one of the most well-known
Internet-based programming languages. Because of the capabilities of Java, Internet
sites, cell phones, and home game players can effectively offer splashy graphics,
animation, and real-time data updates. Scott McNealy, chairman of the board at Sun
Microsystems, characterizes the current consumer phase as The Participation Age,
emphasizing that consumers not only desire information but also the ability to
interact with it.
One of Javas most noticeable abilities is the delivery of small programs, called
applets, over the Web. Java applets have wide applicability because they are system
independent and can be used by Windows, Mac, or Unix computers. This flexibility
has attracted many developers around the globe to use Java to enhance their
websites and wireless communication capabilities. In Japan, Java-enabled cell
phones allow users to access calendars, expense reports, email, and more. In Brazil,
Java offers doctors instant access to the medical records of 12 million people,
ensuring accurate information wherever residents need care.
Before the Web was widely regarded as a viable business tool, presentations were
created with smaller audiences in mind. Presentation choices came in the form of
slides, handouts, or an automated slide show that could be saved to a single
computer. Now, however, you can upload your presentation to a website and let
viewers watch at their leisure. Java-enabled webcams let you see the world in real
time from the comfort of your home or office. The Java website illustrates this
technology by allowing you to view live shots of London, Moscow, Tokyo, and other
exciting locations. Java runs virtually everywhere, across networked technologies,
servers, and handheld devices.
Special considerations in design help assure that graphics are delivered quickly,
accurately, and effectively. As with face-to-face delivery, the web presenter must
relate ideas clearly and keep in mind that less can be more. When posting
presentations to the Web, keep graphics small, since the larger the image, the
longer it will take to appear. In addition, using universally available fonts such as
Cambria and Calibri ensures that your audience is able to view what you intended.
No matter how nice your presentation looks on your own PC, you will want to visit
the site and view the show, ideally on different computers and using different
browsers.
Why limit a presentation to the number of people that can fit in a conference room?
Technological advances such as those developed at Sun Microsystems makes it
possible for companies to expand their training program or sales pitch to appeal to
thousands or even millions.
Sources: Ewers, J. (2006, January 23). A jolt of java. U.S. News & World Report. Retrieved from General Businessfile
database; Glinert, S. (1999, December). Presenting on the Web. Home Office Computing, 114.
Activities
1. Have students visit the Java site at www.java.sun.com. Students should

read about applets and how they are being used to enhance visual
communication on the Web. Then have students locate and read the
following article and prepare a short oral or written report that presents
guidelines for effective presentations for todays technology-centered
audiences:
Gallo, C. (2009, April 8). Making your presentations more relevant. Business
Week Online, p. 16. Available from Business Source Complete database.
Advantages of Web-delivered presentations that student reports might include are
the following: your presentation can reach a wide audience; presentations are
relatively simple to create; and PowerPoint includes templates specifically tailored
for the Web. Disadvantages include: slides might load slowly, small fonts may not
show up well, images may project differently on various types of equipment and
browsers.
2. Ask students to read the following article, which summarizes the advice of
Edward Tufte regarding using a PowerPoint presentation to enhance
speaking. After reading the article, have students compile a list of advice for
effective use of PowerPoint.
Avoid the inflictions of PowerPoint. (2006, March). The Practical Accountant,
38(3), 16. Available from Business Source Complete database.
The assigned article discusses McNealys reasons for downplaying use of PowerPoint
at Sun Microsystems. Ask students to find an article on the effective use of
PowerPoint. Discuss the issues of (1) creating unique designs rather than canned
templates; (2) organizing information creatively instead of relying on bulleted lists;
(3) using appealing color schemes; (3) using animation and sound/video effects in
moderation; and (5) using appropriate delivery for different types of information
depending on the audience. The key is that the content is the most important part of
a presentation, not the software used by the presenter.
3. Following directions from you, have students electronically post their
responses to this statement: No visual aid has ever been developed that will
change a weak presentation into an excellent one.
Student responses should focus on the need to research and outline the
presentation before sitting down at the computer to design the visuals. Students
should also discuss not using software features only to show off proficiency rather
than improving the delivery. Although visual aids are valuable, they cannot enhance a
poorly researched and ineffectively organized presentation.
Student Handout, Chapter 13

Activity 3: Presenting an Impromptu Presentation for Self-Critique
In groups of four assigned by your instructor, select four topics from the following
list of questions. A group leader may randomly assign a topic to each member or
allow the members to select a topic. Following a brief preparation time, each
member will give a one- to two-minute presentation to the group. After all
presentations are given, the group will briefly discuss the strengths and
weaknesses of each presentation and strive to provide each member with a few
specific suggestions for improvement.
a. What is the best career advice youve received?
b. What communication abilities are especially important during uncertain
times?
c. How do social networking sites such as MySpace and Twitter affect your
marketability?
d. What are the top three goofs made by [new hires, student interns, job
applicants, presenters, or others]?
e. Who is the CEO you admire most and why?
f. Why is being a team player (or global thinker) important in todays
economy?
g. Which technology has had the most effect on your day-to-day life?
Which do you expect to have the most impact on your work life?
h. What do you consider to be the distinction between management and
leadership?
Presentation Outline:
Presentation 1:
Strengths:
Weaknesses:
Suggestions for Improvement:
Presentation 2:
Strengths:
Weaknesses:
Presentation 3:
Strengths:
Weaknesses:
Presentation 4:
Strengths:
Weaknesses:

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Chapter 12 Designing and Delivering Business Presentations

Chapter 12 Designing and Delivering

Chapter 12 Designing and Delivering Business Presentations

Design Tips for Audience Handouts and Notes Pages 203

Chapter 12 Designing and Delivering Business Presentations

13. Crafting an Effective Closing

Show the visual as you lead a discussion of important considerations

Chapter 12 Designing and Delivering Business Presentations

Emphasize that presenters should avoid (a) unoriginal or overused

Chapter 12 Designing and Delivering Business Presentations

Assign Application 4, which involves giving an extemporaneous presentation.

Design of Presentation Visuals

Involve students in contrasting the effective and ineffective example shown in

Chapter 12 Designing and Delivering Business Presentations

Stress the importance of clear, concise content including:

Case Assignment 1: Now About That Accent . . .

Chapter 12 Designing and Delivering Business Presentations

Lead a discussion of techniques for practicing effectively.

Ask students to comment on how a news broadcast team (made up of one or

Lead a discussion as to whether an individual presentation or a team

Chapter 12 Designing and Delivering Business Presentations

Lead a discussion as to why distance presentations are growing in popularity

Discuss various changes in the way presentations are delivered:

Officers reports to a corporate shareholders annual meeting. Each

One person serves as moderator, and the other three, as panel

Presentation of the advantages and disadvantages of financial

Chapter 12 Designing and Delivering Business Presentations

writing assignments as preparatory practice in writing about a multi-faceted

Chapter 12 Designing and Delivering Business Presentations

Chapter 12 Designing and Delivering Business Presentations

Talking too fast

Straying off topic

2. Focusing on an Effective Introduction and Close (Objs. 1, 2)

Chapter 12 Designing and Delivering Business Presentations

How do social networking sites such as MySpace and Twitter

a. Revise the slide content shown above and select an appropriate

Chapter 12 Designing and Delivering Business Presentations

c. In groups, design slides to support one of the following topics or as

Chapter 12 Designing and Delivering Business Presentations

compared to international audiences. They should research further as

Chapter 12 Designing and Delivering Business Presentations

attention to the various components of effective speaking. Ask each

Chapter 12 Designing and Delivering Business Presentations

Chapter 12 Designing and Delivering Business Presentations

To avoid emphasizing the wrong syllables, ask someone fluent in the

Stress and intonation

4. What are the advantages and disadvantages of a regional accent? How

Chapter 12 Designing and Delivering Business Presentations

Chapter 12 Designing and Delivering Business Presentations

1. Have students visit the Java site at www.java.sun.com. Students should

Chapter 12 Designing and Delivering Business Presentations

Chapter 12 Designing and Delivering Business Presentations

Student Handout, Chapter 13

Chapter 12 Designing and Delivering Business Presentations

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