EPA/540/G-89/001
June 1988
Superfund Community
Relations Program
A Guide to Effective
Presentations With
Visual Aids
U.S. Environmental Protection Agency
Office of Emergency and Remedial Response
Washington, D.C. 20460
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NOTICE
. in* in this Document has been funded, wholly or in part by the ?
United States Environmental Protection Agency under Contract No 68-01-7376 to
Booz, A len & Hamilton Inc. It has been subjected to the Agency's^eer and
administrative review and has been approved for publicatio^a^an EPA document.
prese™atiolnsdb°°k
intended to present 9ui'dance on how to make effective
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FOREWORD
As an EPA employee working in the Superfund program, you may frequently
be called upon -- sometimes on short notice -- to present information on a wide
range of Superfund program topics at conferences, community meetings, and
internal EPA meetings. Delivering good presentations in these situations will likely
increase public understanding and encourage informed participation in the
cleanup process. Poor presentations, on the other hand, pose the risk that
confusion and alienation between you and the audience could result. When you
have invested time in making a presentation, it is critical that it be a successful one.
This guide was prepared to assist you in making the most out of your time
investment by providing basic, comprehensive information on developing effective
presentations. The use of visual aids, coupled with good public speaking skills,
work hand-in-hand to create winning performances. Your speaking style and stage
presence are personal talents that you can refine with much practice and
experience. Each aspect of effective presentations, however, could not be detailed
in this guide. Instead, much emphasis is given to visual aids which are essential to
all successful presentations.
Chapter I, "Designing The Presentation," describes the three major steps in
preparing a presentation. The three steps are establishing the objectives,
planning and organizing the material, and using visual aids.
Chapter II, "Adding The Visual Dimension," discusses the importance of
selecting appropriate visual aids. The question of what to use and how to choose
is addressed throughout the chapter. Also presented are the advantages and
limitations of each type of visual aid.
Chapter III, "Putting It All Together," makes use of actual visuals and
presentations that have been used by the Regions. These examples serve as
good models to which all Superfund staff can refer.
The guide concludes with "Wrapping Up." This section highlights the major
points emphasized throughout the manual and summarizes the effectiveness of
visual aids when used appropriately.
The guide presumes you have given presentations before and therefore
would benefit from tips more than from full explanations. Throughout the guide,
illustrations designed for Superfund presentations are provided, and worksheets
and checklists have been produced for you to copy and use with any presentation.
The Community Relations Coordinator (CRC) within each Region can serve
as an additional resource to you. The CRCs have had much experience with
making presentations, and they may have visual aids that can be made available to
all Superfund staff. The CRCs can also provide you with ways to improve delivery
skills and overall presentations.
in
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This guide has adapted major portions of the Chapters on Presentations and
Audiovisuals from EPA and The Public: A Handbook on Public Participation
Concepts and Skills. Barry Lawson Associates, Inc.
The United States Environmental Protection Agency Superfund Community
Relations Office Staff expresses appreciation to the Effective Superfund
Presentations Workgroup composed of Regional and Headquarters staff, and Booz
Allen and Hamilton, Inc. for assistance in developing and producing this guide.
IV
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TABLE OF CONTENTS
FOREWORD
LIST OF EXHIBITS
CHAPTER I: DESIGNING THE PRESENTATION
- Establishing The Objectives
- Planning And Organizing Your Material
- Using Visual Aids
CHAPTER II: ADDING THE VISUAL DIMENSION
- Preparing Visual Aids
- Testing The Design
CHAPTER III: PUTTING IT ALL TOGETHER
- Picture It
- How Others Do It
page No.
ii
vii
1-1
I-3
I-7
11-1
11-14
111-1
III-6
WRAPPING UP
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LIST OF EXHIBITS
Audience Profile
Presentation Setting Matrix
Presentation Setting
Planning And Organizing Your Material
Tips On Preparing Visual Aids
Flip Charts
Overhead Transparencies
Posters
35 Millimeter Slides
Audio-Slide Show
Videotape
Observer's Checklist
Logistics Planning Checklist
Page No.
1-2
1-4
1-5
1-6
11-2
11-5
11-6
11-8
11-9
11-11
11-13
11-15
11-17
VII
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CHAPTER I:
DESIGNING THE PRESENTATION
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CHAPTER I: DESIGNING THE PRESENTATION
There is no secret to developing an effective presentation. Establishing your
objectives, planning and organizing your material, and using appropriate visual
aids are the essential ingredients. The recipe for effective presentations calls for an
three ingredients, and you must use them in the order in which they are presented
here By establishing your objectives first, you can prepare material that supports
each objective. The use of visual aids will move you further along toward your
objectives by illustrating and emphasizing your ideas more effectively than words
alone Let's begin, then, at the beginning: As you start to design your presentation,
you must ask yourself, "What do I want to accomplish by making this presentation?
Establishing The Objectives
For any successful presentation, you must know your objectives. It is these
objectives that drive your presentation and move the audience to your end goals.
Your end goals may be that the attendees take a particular action, adopt a new
perspective or respond to facts and information. Establishing these goals require
careful planning. The key to designing your presentation is determining these
objectives. After all, they become the foundation upon which your content,
organization, and visual aids are built.
Establishing the objectives for your presentation requires an analysis of your
own goals as well as your audience's needs and expectations. By considenng the
nature of your audience, you can more easily determine what you will present and
how you will present it. An audience analysis will enable you to:
Select appropriate points of emphasis in your presentation
Develop a useful level of detail
Choose and prepare appropriate visual aids
Create a tone that is sensitive to your audience's circumstance.
Your presentation will ideally form a bridge between something you have and your
audience wants. Let the audience analysis influence the form of information
presented so you can create this bridge.
Many people can provide you with valuable information regarding the
audience to whom you will be speaking. These people include the Regional
Superfund Community Relations Coordinator (CRC), the person(s) responsible for
organizing the gathering, and others who are familiar with the site community
Their information can assist you in developing a presentation that effectively fulfills
your objectives and the needs of the audience. In addition, the Audience Profile
Worksheet (Worksheet 1) contains good questions to consider when preparing
your presentation.
1-1
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Worksheet #1
Audience Profile
Audience size:
Audience Composition:
E.G., engineers, construction Workers, Housewives, etc.
Age, educational level, political or interest group affiliation, economic level, etc
Audience knowledge of the problem:
knowledgeable somewhat familiar unfamiliar
Audience knowledge of the Agency/organization you represent:
Known strong views of audience on this topic:
Other relevant intelligence about audience characteristics or
concerns:
1-2
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Planning and Organizing Your Material
When you have determined the characteristics of your audience, then you are
ready to plan and organize your material. First, you must analyze the physical
setting in which the presentation will take place. Each presentation setting is
unique, and an understanding of the setting will enable you to make strategic
decisions concerning the most effective visual aids to use. The size of the room,
the physical and electrical resources available, and the size of the audience are
just a few examples of variables that can influence your presentation style. You will
enhance your effectiveness if you consider and plan for presentation setting factors
that include:
The circumstances that prompted the meeting
The person(s) responsible for organizing the meeting
The type of meeting that is scheduled
The amount of time available for the meeting
The seating arrangements for the meeting
The location and time of day at which the meeting will take place.
Exhibit 1-1 shows how the presentation setting may affect the group interaction and
flow of information. As you can see, the physical setting will affect the presentation
content and format.
The Presentation Setting Worksheet (Worksheet 2) is designed to help you in
taking stock of your particular presentation setting. The person(s) responsible for
organizing the presentation can assist you in seeking this information. By analyzing
the physical setting, you can determine the presentation style that will work best. In
addition, you can organize your content and prepare visual aids that will be useful
in the particular setting.
Organizing this material requires careful planning. The tips listed in Exhibit I-2
will assist you in tailoring your approach accordingly. Keep in mind that the use of
visual aids will help to produce effective one-way or two-way communication.
Many factors are involved in choosing these visual aids, and the type of interaction
you want to develop with the audience will influence your choice.
I-3
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EXHIBIT 1-1
PRESENTATION SETTING MATRIX
TYPE OF
MEETING
Formal
Public Meeting
GOAL
One-way
Communication
SEATING
ARRANGEMENT
Theatre or
Classroom,
Audience Faces
Speaker at Fran
of Room
EFFECT
Power To
Shape Context
and Process
Held by People
Running Meeting
Informal Small
Group Discussion
Complex
Communication,
Participants
Communicate
with Each Other
Round Table,
or Square
Table
No Power Relation-
Ships Based on
Seating,
Communication
Occurs Across
Table and From
Side to Side
Technical
Seminar
One-way or
Two-way
Communication
U-Shaped Table
Creates an Equality
of Participants,
Gives the Center of
the "U" a position of
Power and Can
Provide Space for
Media Use
Small Briefing
for Staff
Multiple
Communication,
Participants
Communicate
with Each Other
Rectangular
Table
Power to Shape
Context and Process
Held by People at
Each End of the
Table
The physical setting influences the presentation style and format. You must determine
the type of interaction you want to develop between you and the audience.
I-4
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Worksheet^
Presentation Setting
By using this worksheet as a quick reference, you can assess the setting in which you'll speak, then shape
your tone or style for maximum effect.
THE SPEAKER iS:
A sole authority
A member of a panel
One of debaters
SCHEDULED TIME: (a.m/p.m)
A co-presenter with one other person
Other
DURATION OF
PRESENTATION (M1N.)
REMARKS TO BE PRESENTED AT:
Hearing
(Name type, e.g., congressional, public, court)
Conference keynote session
Conference workshop session
Press conference
Briefing to supervisor
Briefing to colleagues
Public meeting
Workshop
Informal Meeting
Other
OTHER SPEAKERS AND
TOPICS (Before/After)
AUDIO-VISUAL
EQUIPMENT AVAILABLE:
SPACE FOR PRESENTATION:
Auditorium
Large meeting room
Small meeting room
Living room
Outdoors
CIRCUMSTANCES:
Urgent Routine
1-5
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EXHIBIT 1-2
- PLANNING AND ORGANIZING YOUR MATERIAL
Planning Your Material
Do not wait to prepare your speech while on your way to the meeting.
Plan ahead. You cannot do your best at presenting or persuading by
"winging it."
At a minimum, prepare an outline of goals, major issues to be discussed,
and information to be presented to support main themes.
Limit content to your major point and no more than five key supporting
points.
From your Audience Analysis, considersuch things as whetheraudiences
are likely to be friendly or unfriendly, lay or technical in their background,
and whether they want only to listen or to respond and contribute.
Prepare your content accordingly.
If you anticipate angry feelings among audience members, consider going
to the meeting early to talk to several individuals about their fears and
concerns. Present this information to the group in your introduction.
Recognizing and acknowledging audience concerns can go a long way
toward showing that you are listening and are sensitive to their needs.
From your Presentation Analysis, select appropriate visual aids and a
presentation style that will be effective in the physical setting for your
gathering.
Organizing Your Material
When organizing your material, consider an "old chestnut" of public speaking—
"Tell'emwhatyou'regoing to teirem;tell'em; and tell'emwhatyoutold'em." This
recommendation:
Recognizes the importance of reinforcement in adult learning
Completes the communication for the listener
Informs people who arrive late of what they missed
• Recognizes the importance of organization, highlighting, and summarizing
main points for the audience
• Serves to clarify main themes for the audience at the end of the
presentation.
1-6
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Using Visual Aids
Visual aids help your presentation make things happen. Visual aids help you
reach your objectives by providing emphasis to whatever is being said. Clear
pictures multiply the audience's level of understanding of the material presented,
and they should be used to reinforce your message, clarify points, and create
excitement.
Visual aids involve your audience and require a change from one activity to
another: from hearing to seeing. When you use visual aids, their use tends to
encourage gestures and movement on your part. This extra movement reinforces
the control that you, the speaker, need over the presentation. The use of visual
aids, then, are mutually beneficial to the audience and you!
Visual aids add impact and interest to a presentation. They enable you to
appeal to more than one sense at the same time, thereby increasing the
audience's understanding and retention level. With pictures, the concepts or ideas
you present are no longer simply words - but words plus images. The chart below
cites the effectiveness of visual aids on audience retention:
RETENTION OF INFORMATION
ORAL
10%
VISUAL
ALONE
35%
VISUAL
&ORAL
65%
I-7
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People tend to be eye-minded, and the impacts visual aids bring to a
presentation are, indeed, significant. The studies, below, reveal interesting
statistics that support these findings:
In many studies, experimental psychologists and educators have found
that retention of information three days after a meeting or other event is
six times greater when information is presented by visual and oral means
than when the information is presented by the spoken word alone.
Studies by educational researchers suggest that approximately 83% of
human learning occurs visually, and the remaining 17% through the
other senses --11% through hearing, 3.5% through smell, 1% through
taste, and 1.5% through touch.
The studies suggest that three days after an event, people retain 10% of
what they heard from an oral presentation, 35% from a visual
presentation, and 65% from a visual and oral presentation.
The use of visual aids, then, is essential to all presentations. Without them, the
impact of your presentation may leave the audience shortly after the audience
leaves you. By preparing a presentation with visual aids that reinforce your main
ideas, you will reach your audience far more effectively, and, perhaps, continue to
"touch" them long after the presentation ends.
Summary
Designing your presentation requires much planning on your part. To
develop an effective presentation, you must first establish objectives that are
mutually rewarding to you and your audience and, secondly, plan and organize
material that will move your audience to these goals. To accomplish these two
steps, you must consider the needs of your audience and the physical setting in
which the presentation will take place. By performing these two types of analyses,
you can develop an engaging presentation with appropriate visual aids that
promises to create impact, stir thought, and address the needs and interest of your
audience.
Now that we know how important it is to use visual aids in presentations, let's
look at the types of visual aids available to us and how they can be used effectively.
I-8
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CHAPTER II:
ADDING THE VISUAL DIMENSION
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CHAPTER II: ADDING THE VISUAL DIMENSION
Visuals add an important dimension to a presentation, and you, the speaker,
must capitalize on this dimension. It is critical that you prepare visual aids that
reinforce your major points, stimulate your audience, and work well in the physical
setting of your presentation.
Preparing Visual Aids
Each type of audio-visual and visual aid brings advantages and limitations to
the presentation setting. Audio-visual technology must be evaluated on the basis
of the speaker's goals, the intended audiences, and the agency capabilities and
budgets. The budgets are affected by:
The availability and cost of production facilities and equipment
The means of distribution and duplication
Available staff expertise.
Choosing among these media is a matter of weighing the relative factors of
versatility, ease of production, and cost.
Visual aids and audio-visuals include a wide variety of communication
products including flip charts, overhead transparencies, slides, audio-slide shows,
and video tapes. Demonstrating a process or simply passing around a sample of
some equipment or model are also effective ways to clarify messages visually. If
visual aids are poorly selected or inadequately done, they will distract from what
you are saying. The tips listed in Exhibit 11-1 will help you in the selection and
preparation of visual aids.
11-1
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EXHIBIT 11-1
•77PS ON PREPARING VISUAL AIDS
Start with at least a rough outline of the goal and major points of the
presentation before selecting the visual aid(s). For example, a particular
scene or slides may trigger ideas for the presentation, providing the
power of images. Do not proceed too far without first determining what
you want to accomplish, what your audience wants.to gain, and what the
physical setting requires.
Consider mixing different visual aids in a single presentation: For
example, you might want to use slides, overhead projections, or films for
the major portion of the presentation. Once the lights are turned on, you
might want to refer to maps which the audience can then peruse after
the formal part of the meeting. Also consider placing materials for
display on large mounted display boards. The combination of media
followed by a live presentation performance works particularly well.
Each element of an audio-visual product — a single slide or a page of a
flip chart presentation, for example — must be simple and contain only
one message. Placing more than one message on a single image
confuses the audience and diminishes the potential impact of visual
media. Keep visual aids BRIEF.
Determine the difference between what you will say and what the visual
aid will show. Do not read straight from your visuals.
Ask the audience to read or listen, not both; visual aids should not
provide reading material while you talk. Rather, use them to illustrate or
highlight your points.
Give participants standard paper size copies of various graphic aids
used in your presentation. They will be able to write on the paper copies
and have them for future reference.
Assess your cost constraints. An overhead transparency presentation
can always be used in a formal environment if 35 mm slides are too
expensive.
Account for production time in your planning and selection process.
Slides must be developed, videotape edited — you do not want to back
yourself against a wall because the visuals are not ready. You can often
get production work done in 24-48 hours, but it is much more expensive
than work that is done on an extended schedule.
II-2
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EXHIBIT 11-1
TIPS ON PREPARING VISUAL AIDS ——
(Continued)
Use local photographs and examples when discussing general problems
and issues. While a general problem concerning water quality, for
example, may elude someone, showing a polluted local stream can bring
the issue home.
Use charts and graphs to support the presentation of numerical
information.
Develop sketches and drawings to convey various designs and plans.
Use local maps to show the location of projects, and to convey
information on land use and character.
Line drawings and cartoons are useful for making points not easily
displayed in another graphic form.
When preparing graphics, make sure they are not too crowded in detail.
Do not over-use color. See that line detail, letters, and symbols are bold
enough to be seen from the back of a room.
Do not use visual aids for persuasive statements, qualifying remarks,
emotional appeals, or any type of rhetorical statement.
If you have handouts, don't let them become a distraction during the
presentation. They should provide reinforcement following your address.
Consider giving them out after the presentation, unless the audience will
use them during the presentation or will need to review them in advance
of the presentation.
Practice presenting the full program using graphic materials so you are
familiar with their use and order. If you use audio-visual materials,
practice working with them and the equipment to get the timing down
right.
Seek feedback on the clarity of your visuals and do so early enough to
allow yourself time to make needed adjustments.
I-3
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HOW TO
CHOOSE
The question of what to use and how to choose is an excellent one. The next
several pages will help you answer this question by identifying the advantages and
limitations of each type of visual, as well as the development techniques required
in preparing each. By looking at these pros and cons, you can more easily decide
what will work best for your presentation.
11-4
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FLIP CHARTS
Flip charts are quick, inexpensive visual aids for briefing small groups. The
charts, felt-tip markers and graphic materials are readily available, and with a
modest ability at lettering, the presenters can compose the desired visual aid
in-house.
Flip charts:
Help the speaker proceed through the material
Convey information
• Provide the audience with something to look at in addition,to the speaker
• Can be prepared prior to, as well as during, the presentation
Demonstrate that the speaker fias given thought to his or her remarks
Can be used to record audience questions and comments
• Can be converted to slides
Limitations
May require the use of graphics talent
Are not suitable for use in a large audience setting
May be difficult to transport. .--,;,>-,.,•
When Developing Flip Charts: ,
• Each sheet of paper should contain one idea sketch, or theme.
• Words, charts, diagrams, and other symbols must be penned in a large
enough size to be seen by people farthest from the speaker.
• In general, make each letter at least 1/32" high for each foot of distance
from the material. For example, a 1-inch letter is legible from 32 feet, and a
2-inch letter from 64 feet. Divide the distance from the back of the room to
the visual by 32 to determine the minimum size of letters.
Use block lettering, since it is easiest to read. Use all capital letters, and do
not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color
works well and is not distracting.
FLIP CHARTS
J
li-5
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OVERHEAD TRANSPARENCIES'
Overhead transparencies are useful for audience settings of 20 to 50 people and can
be produced quickly, easily, and inexpensively. Any camera-ready artwork, whether
words, charts, illustrations, or diagrams can be made into transparencies using standard
office paper copiers.
Most manufacturers of paper copiers offer clear and colored acetate sheets
that run through copying machines like paper, but transfer a black image
into acetate for use as overhead transparencies.
The standard transparency size is 8 1/2 " x 11". The only piece of hardware
required is an overhead transparency projector.
Overlay transparencies provide a good cumulative presentation.
Speaker can use overhead projector with significant light in the room, thereby
enabling the speaker to maintain eye contact with the audience.
Limitations:
The projected image size is sometimes too small to be seen from the back
of a large room.
Often, the image does not sit square on the screen, as the head of the projec-
tor is tilted to increase the size of the image.
It is difficult to write on the transparency while it is on the projector.
Sometimes the projector head gets in the audience's way.
Some speakers feel captive to the machine, because they must change
each transparency by hand.
When Developing Overhead Transparencies:
To add color, simply cut a piece of colored acetate gel, available at art
stores, to the shape and dimensions needed to highlight a particular part of a
transparency. The second (or third) color is taped to the edges of the trans-
parency with clear tape, or glued over an area with clear invisible adhesive
such as spray adhesive.
Permanent ink color marker pens are available for use in hand-coloring
parts of an overhead transparency.
OVERHEAD TRANSPARENCIES-
II-6
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OVERHEAD TRANSPARENCIES --==—=———
(Continued)
Overhead transparencies can be developed during a presentation by
marking on acetate sheets with water-spluble or permanent transparency
pens. The same approach can be used to add information to existing
transparencies. In both cases, a damp tissue can be used to wipe
information off a transparency that has been marked with water-soluble
ink.
Opaque objects placed on a projected transparency create a shadow or
silhouette that serves to highlight informaton. For example, a rubberband
on a transparency makes the impression of words being circled; a
swizzle stick or other pointed object can be used as a pointer or word
highlighter; a straight piece of wire can be used to underline key words or
phrases.
When removing a transparency from the machine during the
presentation, slide the next immediately underneath it to achieve a
smooth transition. Don't leave the screen blank with the light on.
A 45-degree angle to the audience is the most effective location for an
overhead projector and screen. This provides for the least obstructed
view. Ideally, set the projector on a table lower than surrounding tables
or platforms to make it less imposing.
Work with a partner who will switch your transparencies while you
address the audience. This will be less distracting for you and your
audience.
Transparencies with too much information -- especially typed pages
designed for a printed piece and transferred to acetate -- are confusing.
Keep transparencies simple.
•. . . When typing words for transparencies, use bold typing elements such as
ORATOR and capitalize.
Consider making use of a laser printer that can produce good quality
transparencies in a variety of bold type styles. These printers, coupled
with desktop or portable personal computers are becoming widely
available, and prices have dropped significantly. The quality of type and
variety of type styles makes this a superior option when compared with
transparencies done on an office typewriter.
OVERHEAD TRANSPARENCIES
1-7
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POSTERS
Posters are prepared graphic devices that can be made of a variety of materials and
media - photographs, diagrams, graphs, word messages, or a combination of these
Posters work best in smaller audience sizes.
Posters are permanent and portable.
Posters can be simple or very elaborate.
Posters can be used alone or in a series to tell a story.
Limitations:
Posters tend to contain too much detail.
Transporting them can be difficult.
• The more elaborate posters require extensive preparation and can be
quite costly.
When preparing posters:
Each poster should contain one message or theme.
Words, charts, diagrams, and other symbols must be penned in a large
enough size to be seen by everyone in the room.
Use all capital letters, and do not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color
works well and is not distracting.
POSTERS
11-8
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—35 MILLIMETER SLIDES — -
35mm slides enliven a presentation for virtually any size audience. They can project a
professional image, are relatively inexpensive to produce, and if necessary, can be
produced quickly.
Slides have high credibility with audiences because viewers looking at
photographic slides taken in the field often feel that seeing is believing.
The only hardware required is a slide projector and a screen. Slide
programs are easy to package in slide trays.
Changes in slides or in their sequencing can be done rapidly to meet
changing conditions or audiences.
Limitations:
Slides cannot be made using a photocopying machine. Therefore, they
require more time and money to produce than overhead transparencies.
The lights must be dimmed more for slides than for overhead
transparencies.
Slides require a great deal of preparation and rehearsal.
When Developing a Slide Presentation:
Use the outline or text of your talk to note places for appropriate visuals.
"Story boards" create a visual, as well as a written outline for the speaker.
(See illustration.) They can be invaluable time-savers in helping to organize
thoughts and pictures.
Arrange to photograph the necessary shots or borrow slides from a slide
bank, if possible.
On field trips to project sites, agency staff should consider taking
photographs for future use. Building a slide library containing photographs
of each stage of a project's development and having slides of related
projects provides a base from which to make a slide program.
The best slide programs often mix field photographs with slides of charts,
graphs, and other supporting images.
Catalog and categorize slides, and place a date, location, and other relevant
information on each slide.
Vendors can make word slides and illustrations by computer, though they
tend to be costly.
35 MILLIMETER SLIDES —
11-9
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•35 MILLIMETER SLIDES
(Continued)
Story boards can help you efficiently pull together your thoughts and visuals. This
technique can also be used for videotape presentations.
STORY BOARD
1.
2.
3.
We would like to describe to
you some of the major
conclusions of the RI/FS at
the Berry-Rehm Site
The two major problems at
the site are soil
contamination from leaking
drums of .
and potential groundwater
contamination of the
Southeast corner of the
Lewiston aquifer.
Title Slide
Berry-Rehm
Site
Remedial
Investigation/
Feasibility Study
Report
Shot of Site *^~~
Potential
Contamination
Graphic of Area
35 MILLIMETER SLIDES
11-10
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•AUDIO-SLIDE SHOW
Audio-slide shows are self-contained programs having pre-recorded soundtracks
that are coordinated with slides by use of electronic synchronizers. The recording; ., ,
tape includes electronic signals that activate a connected slide projector so that an
image appears simultaneously with the appropriate voice message, music or sound
effects. Audio-slide programs can serve audiences ranging from a handful to a
couple of hundred people.
For a fraction of the cost of films, audio-slide programs can achieve many
of the same program needs.
• They can impart considerable information because color and a wide
array of audio-techniques and visual images can be used.
If multiple projectors are used with dissolve units that allow images to
"fold" into one another, even a sense of movement can be created.
They usually can be produced in-house, equipment is accessible, and
they offer a presenter the flexibility of changing slides to meet the needs
of specific audiences.
Limitations:
Time must be allotted for developing script, sound-track, title and credit
slides, visuals, and for production.
• ; Each presentation requires securing and assembling proper equipment
synchronizer, tape recorder, projects), screen(s). :
Good maintenance must be given to slides so that a warped slide doesn't
malfunction and throw off an entire presentation.
When Developing a Program:
Identify all components to the program and possible resources to assist
in developing these components (e.g. photo lab, recording studio, slide
library, graphic artists, a person who has prepared similar programs).
Make an initial contact with resource personnel to see what services they
can provide, time frames and their scheduling requirements.
Develop a tentative production schedule.
Prepare a script or a story board (see 35mm Slides, p. 11-10) and carry
this script with you.
•AUDIO-SLIDE SHOW
11-11
-------
-AUDIO-SLIDE SHOW — —— :.
(Continued)
Photograph or borrow slides of scenes that emphasize your points. Also
gather charts, drawings, books, or other resource materials pertinent to
the subject which may be photographed or reproduced graphically as
slides.
• Keep images to one message per frame.
Test-run the slide-tape show with enough time to replace slides that are
unclear.
Secure permission to use commercial or otherwise copy-writed music or
material.
Keep credit slides to a minimum and use simple design for clarity.
•AUDIO-SLIDE SHOW
11-12
-------
1
^-VIDEOTAPE — — -
Videotape electronically carries both a picture and a sound track. Its features of
sound, movement, vivid image, color, and variety hold an audience's attention the'way
film does. Videotape can be used to program an entire presentation, or to support a
speaker's remarks by highlighting certain topics. With its features of movement and
sound, for exampfe, videotape can be a valuable medium for illustrating site cleanup
activities at a Superfund community information meeting.
Other valuable uses of video include: instruction and staff training, a tool to provide
feedback to speakers at rehearsals of presentations, a visual record of an important
public meeting, workshop, an investigation, or meeting for citizens and officials
unable to attend.
Most commercial television programs are recorded and broadcast on videotape.
This presents opportunities for airing videotaped Superfund programs on local TV
stations. Many stations and universities will assist with developing a program of
good quality. Videotaped programs can be recorded and broadcast immediately.
Playback is through some form of television set, from small home sets to large
commercial screens. Videotape can be edited.
Limitations:
Videotape productions can be expensive to create and require experienced
production teams.
In large meetings, the audience may not be able to see the monitor.
When Developing Videotape:
Practicing with the equipment by filming, as well as showing, is the best way to
overcome hesitancies about its use.
• To cover the basics if you are brand new to video use, budget yourself a one hour
session with an experienced video producer, whether amateur or professional.
University extension programs and the local cable T.V. station are good places-to
check for a no-cost session. Discuss your ideas. Your budget will determine
whether you should tape on your own or have a professional make the videotape.
Composing and editing a 15-minute video production can easily consume dozens
of hours whether you do all of the work or contract to have part of it done. In order
for this kind of investment to pay off, it usually means that the final product should be
viewed by a large audience or multiple audiences. Consider the facilities available
before choosing to use videotape.
Some citizens and officials feel uncomfortable when they know they will be videotaped
For some people, video taping represents an invasion of their privacy. Be sensitive to
these people's needs. Videotape can prove a useful tool only so long as the staff and
public do not feel threatened by it.
VIDEOTAPE
11-13
-------
Testing The Design Of Your Presentation
When you have prepared the visuals you want to use in your presentation,
you must practice using them. Do a practice run in full, preferrably with someone
you know well and with someone you do not know well. Alternatively, use a video
or audio tape recorder, or a mirror.
If you are making a group presentation, do a complete practice run in full. A
practice run will ensure that each presentation builds on the previous one and that
all the points are covered. These colleagues can also provide valuable feedback.
The tips below will help you make the most out of your practice runs:
• Seek feedback at the point when you have your material well organized
but not committed to memory. This will enable any needed changes to
be incorporated easily.
Use the Observer's Checklist (Worksheet 3) to gather your rehearsal
audience's feedback. This feedback will include an evaluation of the
presentation's length, logic, clarity, and interest level; the speaker's rate
of delivery, voice level, and conversational pattern; and the usefulness of
the visual aids.
Once you are satisfied with the content of your presentation, make sure that
the technical supports are in place or lined up:
Check with the meeting organizer to make sure the equipment you need will
be there
Use the Logistics Planning Checklist (Worksheet 4) if you are also the
meeting organizer
• If at all possible, arrive at the location of your presentation an hour early to
check your equipment and room arrangements. Practice using your visuals
with the equipment provided. Make sure that you know where the on/off
switch is and make arrangements to have the lights dimmed, if necessary.
Rehearsal is a fundamental step in developing and refining effective presentations.
Practicing your presentation and working closely with the meeting organizer to
secure the necessary technical supports will assist you in making a smooth
performance.
Summary
In this chapter, evaluation plays a recurring theme. You must evaluate the
appropriateness of the visual aids. You must evaluate how best to prepare them.
You must evaluate their effectiveness in your practice run. Adding the visual
dimension to a presentation is key to ensuring the presentation's overall success
and evaluation plays an important role in choosing and effectively using visual
aids.
11-14
-------
Worksheets
Observer's Checklist for Rehearsals
PAGE TOP2
This checklist covers key areas of focus when observing the delivery of a
presentation. You can use it as a quick reference guide to aid a presenter in
polishing his or her presentation.
CONTENT t
Central idea is clear
Main ideas are clearly understood
Level of detail is appropriate to the audience
Ideas flow in logical sequence
Presentation is interesting and attention-getting
Introduction tells you where the speech is headed
Conclusion ties it together and summarizes main points
Word choice is varied and free of,alienating jargon
Examples are varied and relevant
TIMING
Too long (Could a main point be deleted, supporting evidence or examples cut?
Could handouts be used to address certain points instead?)
Too short (Do some important ideas need more development? Could more examples
or embellishments be used?)
VOCAL PATTERNS
Pauses seem natural
. Pauses are not vocalized with an overuse of Urn's, efs, y'know's, I mean, etc.
Volume is adequate (not too loud or soft)
Pace is adequate (a little slower than daily conversation)
Words are enunciated clearly, and not over-enunciated
1' Tone, pitch, volume and pace are varied to add emphasis
PHYSICAL DELIVERY
Free of distracting mannerisms
Stance appears comfortable and relaxed
Movements around the podium or from side to side are natural
Hand gestures are natural
Eyes not glued to notes, looks at audience frequently
Facial expressions are varied ,
1-15
-------
Worksheet #3
Observer's Checklist for Rehearsals (Continued)
PAGE 2 OF 2
VISUAL AIDS (General)
Visuals are clear
Visuals help to clarify facts
Visuals add to and do not distract from the presentation
Artwork is appropriate to illustrate the point. Not overly elaborate
OVERHEAD TRANSPARENCIES (VIewgraphs)
Speaker is positioned so that shadow is not cast on screen
Speaker does not appear "anchored" to projector - moves around at appropriate times
Speaker or assistant changes viewgraphs smoothly
Screen is not left blank with light on for more than a few seconds
35 MM SLIDES
Slides are in the proper order, none upside or reversed, no blank positions
Room darkened, but not too dark
Lettering size appropriate for room size
Pictures appropriate and of high quality
FLIP CHARTS
Lettering size appropriate for room size
Colors used for emphasis -- not over-used
Hand drawn sketches are neat, not sloppily drawn
Hand lettering is legible
11-16
_
-------
Worksheet #4
Logistics Planning
PAGE 1 OF 2
A quick scan of this checklist can help prevent unwanted surprises.
SITE:
ADDRESS:
Meeting Date & Time: _
Directions Distributed:,
Contact Person & Telephone:
Facilitator:
Number of People Expected:
Panel Members Notified: —_
Agenda/Meeting Eval. Forms Prepared:.
Oral Presentation Prepared: ,
Keynote Speaker's Comments Prepared:
Visual Presentation (slides/graphics/displays) Prepared:.
Dry Run Date and Location:
Ground Rules:
Biographical Sketch Prepared for Moderator:
Contingency Plan for Notice of Cancellation or Postponement
Court Reporter Confirmed:
ROOM ARRANGEMENTS
Room Layout
Room Setup {tables/chairs/press)
Room Access (time open, close) _
Setup time
Security
Janitorial Services.
Rest Rooms Open .
Ventilation
Refreshments
Lecterns
Rental Fee.
Access for physically impaired persons
11-17
-------
Worksheet #4
Logistics Planning (Continued)
PAGE 2 OF 2
ANNOUNCEMENT
Call Key Community Contacts
Print Set Of Mailing Labels
Prepare And Distribute Fact Sheet
Prepare Press Release
Prepare And Distribute Press Release
-- Date:_
Send Materials To Information Repositories
Place Public Notice In Newspapers'
--Date:
Distribute Meeting Notice Fliers
-- Date:
AUDIO VISUAL EQUIPMENT
Slide Presentation/Projector (Extra Bulb)
Overhead Transparencies/Projector (Extra Bulb)
Video Tape Presentation/Tape Player & TV Set
Film Presentation/Projector (Extra Bulb)
Screen
Microphones (Stationary & Remote)
Cassett Recorder/Tapes/Batteries
Press Hookup
35mm Camera/Flash/Film
Video Camera/Tape
Extension Cord(S)
Pointer For Projection Screen
Tables For Projector(S)
Equipment Checked And Functioning
BASIC SUPPLIES
Name Plates/Name Tags
Directional Signs
Copies of Agenda/Eval Forms
Copies of Fact Sheet
Other Handouts
3"X5" Index Cards
Pens
Markers
Easel/Flipchart
'—— Poster Paper
Blank Paper
Chalk
___ Eraser
Tape
Scissors
Business Cards
MEETING FOLLOW-UP
Return Equipment
Participants Debriefing
Respond To Information
Requests
Distribute Transcripts/Minutes
Send Thank-you Letters
Prepare Meeting Evaluation
Recommendations & Distribute
_
11-18
-------
CHAPTER III:
PUTTING IT ALL TOGETHER
-------
_
-------
III. PUTTING IT ALL TOGETHER
We have, thus far, spent a great deal of time discussing the planning efforts
and work involved in preparing an effective presentation. Let's "put it all together
now" by looking at actual visuals and presentations that have been used in the
EPA Regions. The first part of this chapter, Picture It, presents four sets of
illustrations. Each set consists of two illustrations that use alternative ways to
present the same information visually. The second part of this chapter, How Others
Do It, makes use of two actual Superfund presentations that have been used in the
Regions. By looking at how others have done it, you can more easily do it when it
is your turn to make a presentation!
Picture It
Be creative in telling your story with images. The following pages show some
ideas, comparing ways that visuals can go from bad to good, or good to better. The
audience's experience will, of course, help you determine the best way to present
your information. For example, audiences with little or no knowledge of your
subject tend to require visual aids that are simple and easy to understand. More
sophisticated audiences, however, require visual aids that contain more detail,
familiar technical jargon, or illustrations that are more complex.
Whether the audience is experienced or inexperienced, the most effective
visuals are those that convey only one idea in each picture. Visuals that contain
too much information lead to confusion. As Don Keough once said, "Some pictures
may be worth a thousand words, but a picture of a thousand words isn't worth
much." Remember, when selecting and designing your visuals, conciseness and
clear illustrations will enhance your message.
111-1
-------
COMMONLY USED COMMUNITY RELATIONS
TECHNIQUES
Informal Meetings
Public Meetings
Door-to-Door Discussions
Telephone Contacts
Fact Sheets/Progress Reports
Information Repository
Site Tours
APPROPRIATE AMOUNT OF
INFORMATION TO BE SHOWN
ON A SLIDE OR OVERHEAD
TRANSPARENCY BUT...
LACKS INTEREST
[OR]
COMMONLY USED COMMUNITY RELATIONS
TECHNIQUES
INFORMAL
MEETINGS
DOOR-TO-DOOR
DISCUSSIONS
TELEPHONE
CONTACTS
PUBLIC
MEETINGS
FACT SHEETS/
PROGRESS REPORTS
INFORMATION REPOSITORY/
PROJECT FILE
WORDS AND PICTURES ADD VARIETY, INTEREST
AND CLARITY TO VISUAL
1-2
-------
SEPTAGE MANAGEMENT:
RISKY BUSINESS
Bacteria, Viruses, Ammonia and Solvents Pose a Threat to
Health and Environment
Lack of Licensed Facilities for Disposal Leads to Illegal Dumping
New Sanitary Codes Offer a Beginning of the Solution
LENGTHY SENTENCES
SHOW TOO MUCH
INFORMATION, MESSAGE
LACKS INTEREST
[OR]
SEPTAGE MANAGEMENT:
RISKY BUSINESS
SHOWS THE MESSAGE IN
A MORE INTERESTING WAY,
BUT MAY NOT BE APPROPRIATE
FOR EVERY AUDIENCE
1-3
-------
TECHNOLOGY ISSUES POSE AN ONGOING
CHALLENGE FOR SUPERFUND
EPA Remedial Personnel Perceive a Need for Technological
Development (E.G., New Type of Personnel Protective Gear)
Development of Protective Suit and Breathing Apparatus by
ERT/LAB
Testing of the Protective Gear by Independent Testing/Research
Organization
Production and Utilization of the New Product
MORE THAN SIX WORDS
PER LINE LEADS TO
LITTLE VISUAL APPEAL
[OR]
TECHNOLOGY ISSUES POSE AN ONGOING
CHALLENGE FOR SUPERFUND
NEED
DEVELOPMENT
EPA LAB
AUDIENCE CAN VISUALIZE
THE PROCESS AND WILL
RETAIN THE MESSAGE,
BUT MAY MISINTERPRET
THE MEANING BEHIND
THE PICTURES
1-4
-------
SUPERFUND REMEDIAL PROCESS;
SITE DISCOVERY
OR
NOTIFICATION
1
PRELIMINARY
ASSESSMENT
1
SITE
NSPECTK3N
i
APPLY HAZARD
RANKNG SYSTEM
|
|
|
1
ENFORCEMENT
FLOW CHART IS
COMPLEX,
BUT SHOWS IN A
FORM EPA STAFF
UNDERSTANDS
[OR]
SUPERFUND REMEDIAL PROCESS:
EMERGENCY
ACTION
NO ACTION
SITE IS;
DEUSTED
. . 1 , z s'-
'0 SCREENS
SITE
SITE IS
DISCOVERED
V)
-------
How Others Do ft
Included here are two effective Superfund presentations that have been used
successfully in the Regions. Each presentation used different types of visual aids
to support and reinforce the content delivered.
The first presentation was made on the Koppers Oroville site, and the speaker
used a slide show to support the information. The second presentation, the XYZ
Landfill Record of Decision, is an adaptation of an actual Superfund presentation
that was delivered to two very different audiences. This presentation, therefore,
required the use of two types of visual aids. The circumstances that necessitated
the use of two types of visual aids are discussed, and copies are provided as
attachments.
These examples are offered as additional guidance by which you may
determine the scope and preferences for designing your own presentation
material.
Presentation On The Koppers Oroville Remedial Investigation
The presentation on the Koppers Oroville Superfund site illustrates the
effectiveness of 35 mm slides as visual aids. The presentation was made to
approximately 30 area residents, in the form of a public meeting. Prior to this
meeting, fact sheets were mailed to each of the area residents. The fact sheets
explained the general Superfund process, including enforcement components, and
identified the need for a Remedial Investigation at the Koppers Oroville Superfund
site.
For the public meeting, the enforcement Project Manager prepared a slide
show to reinforce the information contained in the fact sheets. The purpose of the
public meeting was to educate the audience of the need for the Remedial ;
Investigation and to focus the community's attention on the work to be done at the
site. To ensure that every one at the meeting had a good working knowledge of the
Superfund process, the Project Manager opened the presentation with a brief
overview of Superfund. ;
Refer to the slide show, on the pages that follow, to see how well the slides
are organized and how effectively the Project Manager directs the attention of the
audience throughout the presentation. A brief analysis of the presentation is .
provided, along with the actual verbage and copies of the slides that were used in
the slide show presentation. Following the slide show are suggestions on how the
presentation on the Koppers Oroville site could be improved. These suggestions
are followed by a discussion on the alternative visual aids that could be used to
present the same information.
111-6
-------
SLIDE SHOW
KOPPERS OROVILLE SITE PRESENTATION:
REMEDIAL INVESTIGATION
The slide show begins after the Project Manager has briefed the audience on the
Superfund process in general. The italicized text beside each slide represents the
commentary the Project Manager provided during the presentation.
The first slide, listing four major components of the Superfund process, serves to
orient the audience. The Project Manager explains that the presentation will focus on
work to be done at the site, as directed by agreements under the signed Consent Order.
Slide #1
Now that you have heard how
the Superfund process led us
to this point in the enforce-
ment process, I will explain
how the recently signed Consent
Order will direct work both on
and off the Koppers site.
GE
NERAL SUPERFUND PROCESS
NATIONAL PRIORFTIES LIST
REMEDIAL INVESTIGATION/
FEASIBILfTY STUDY
RECORD OF DECISION
REMEDIAL DESIGN
REMEDIAL ACTION
The second slide presents the three guiding principles of the Consent Order.
This slide allows the audience to understand the content of the Consent Order. The
Project Manager repeats the three points to reinforce the message. Through the use
of verbal and visual cues, the audience gains an understanding of the Consent Order
requirements.
Slide #2
I will focus my presentation
by using the following three
guiding principles of the
Consent Order:
• Koppers is required to
do the work.
• EPA will oversee Koppers'
work to ensure adequacy.
• EPA will take actions if
the work is unsatisfactory.
ACCORDING TO THE
CONSENT ORDER
1. KOPPERS IS REQUIRED TO DO WORK
2. EPA WILL OVERSEE WORK TO
ENSURE ADEQUACY
3. EPA WILL TAKE ACTIONS IF WORK
IS UNSATISFACTORY
III-7
-------
The next slide highlights the first requirement contained in the Consent Order.
The Project Manager explains the need for a work plan for the site and leads the
audience into a closer review of the work plan.
Slide #3
The first of these principles
requires Koppers to perform the
technical site work. Lengthy
negotiations have resulted in a
work plan that we have placed in
information repositories fora six
week public comment period. I would
now like to explain the technical
activities required by the work
plan.
ACCORDING TO THE
CONSENT ORDER
1. KOPPERS TS REQUIRED TO DO WORK
2. EPA WILL OVERSEE WORK TO
ENSURE ADEQUACY
3. EPA WILL TAKE ACTIONS IF WORK
IS UNSATISFACTORY
The fourth slide moves the focus of the presentation to the two major tasks
required of the Remedial Investigation (Rl) and Feasibility Study (FS). This slide
helps the speaker direct audience attention to a discussion of key features of the Rl.
Slide #4
The two major aspects common
to this and other Superfund work
plans are that the extent of
contamination must be determined
in a Remedial Investigation, and
a range of potential cleanup
methods must be studied in a
Feasibility Study. You may be
asking yourself how the Superfund
process will be applied to the
investigation and cleanup of the
Koppers site. Let me address this
question by looking at the site
problem and describing the key
features of the Remedial Investi-
gation.
KOPPERS IS REQUIRED
TO DO WORK
A. DETERMINE THE EXTENT OF THE
POLLUTION
(REMEDIAL INVESTIGATION OR Rl)
B. STUDY AND PRESENT A RANGE OF
CLEANUP METHODS
(FEASIBILITY STUDY OR FS)
1-8
-------
The Project Manager effectively uses text slides to reinforce the information
presented. The tendency to overuse these, however, risks boring the audience.
This speaker is careful to integrate the slide show with text slides and image slides,
such as photographs, maps or illustrations. The fifth slide is a map of the city of
Oroville. The map identifies the location of the site and the two information
repositories. You will note a small inset map in the upper left corner that shows the
city's location within the state.
Slide #5
• This map shows the city of
Oroville, the Koppers site at
the southern edge of town, and
the Feather River to the west of
the site. Both Oroville infor-
mation repositories containing
the draft work plan and other
site related documents are
indicated.
Continuing with the image theme, the next slide is a photograph of the site. It
shows the plant buildings and the surrounding landscape. Maps are useful tools for
orienting the audience with the site area. The discussions regarding the site are, of
course, more meaningful when the audience can picture the site in their minds.
Slide #6
• This photograph shows a view of the
site from the southeast. The buildings
in the center are on the Koppers site,
while the buildings behind them are
part of the neighboring Louisianna-
Pacific Superfund site.
1-9
-------
The seventh slide is a photograph of the wood treating operation at the
Koppers plant. Most of the area residents were not familiar with the plant
operations, and this picture allows them to see the type of activity that occurred at
the site when it was in operation and the process that caused the problem at the
site.
Slide #7
• Site contamination has re-
sulted largely from Koppers'
wood treating operations over
the past 30 years. This photo-
graph shows treated wood being
removed from one of the company's
treatment cylinders.
At this point in the presentation, the Project Manager moves the audience
attention to the four technical studies involved in determining the extent of pollution.
The eighth slide presents a "menu" of what the work will entail. The menu slide will
be used four times during the course of the presentation, as each item of work on
the menu is discussed. The menu slide is usually followed by an image slide
depicting the technical study to be performed.
Slide #8
To begin the Remedial
Investigation, Koppers will first
examine the extent of soil con-
tamination by taking soil borings
at 41 onsite locations.
KOPPERS IS REQUIRED
TO DO WORK
a. SURFACEWATEH
•>"•••• <-^ '#•$ •••• ,y- •• ••
«, AW
1-10
-------
The next slide is a photograph of a hollow stem auger, a piece of equipment
that wilt be used during the Rl at the site. By familiarizing the audience with the
type of equipment used during the Rl, the Project Manager helps to put every one
at ease with technical terms that could otherwise be misunderstood.
Slide #9
This photograph shows the
type of "hollow stem auger" that
will be used to remove soil cores
from the site for chemical analysis.
At 20 of the 41 sampling locations,
borings will be taken from a depth
of approximately 30 feet, or the
location of the water table.
The tenth slide is the menu slide again. Repetition of this slide serves to
remind the audience of the four technical studies involved in determining the extent
of pollution: The Project Manager points to the second item and directs the
attention to the second technical study.
Slide #10 ',-•'. . " . .'
Another aspect of the
Remedial Investigation will be
to examine the extent of ground-
water contamination by sampling
existing monitoring and residen-
tial wells and installing 13 new
monitoring wells to a depth of
275 feet.
KOPPERS IS REQUIRED
TO DO WORK
A* OETERMSflETTHEejeTENTQF
2. GROUND WATER
3, SURFACE WATER
4 Aft
1-11
-------
The next slide is a photograph of a drilling rig used to drill ground-water
monitoring wells. This slide provides the audience with a picture that brings better
meaning to the new concept, drilling rig.
Slide #11
• This photograph shows a
drilling rig similar to what
will be used by Koppers to
drill the new monitoring wells.
Of the 13 new planned wells, nine
will be installed south of the site
and four will be constructed onsite.
The twelfth slide illustrates a technical feature of the ground-water testing
process. The Project Manager effectively presents technical information in
layman's terms to the area residents by presenting technical information when
necessary but making it useful to the audience by explaining it in simple terms.
Slide #12
• This illustration depicts the
"casing-hammer" drilling method
used to define the types of soil
layers that will be drilled through
during monitoring well construction.
This method allows us to test for the
presence of ground-water contamination
at various depths in the soil "profile".
CASING HAMMER
1-12
-------
The following slide and accompanying commentary is a good example of
careful planning. When developing the slide show, the Project Manager
considered the needs of the area residents who would attend the meeting. The
Project Manager anticipated the concerns that the audience would express and
prepared answers to potential questions. The Project Manager prepared this map
slide to show where contamination has spread and to identfy the wells that will be
tested. The slide is a map of the site area, marking the plume of contamination and
the location of the monitoring wells.
Slide #13
• The ground-water investiga-
tion includes detailed sampling
of both new and existing wells.
This figure depicts the "estimated
plume" and shows existing and pro-
posed wells to, be sampled in the
investigation. The existing wells
include many residential supply
wells.
• Households with contaminated
wells have received an alternate
water supply from the Oroville-
Wyandotte Irrigation District's
(OWID) distribution system. This .
system also covers a buffer zone
around the estimated plume where
well contamination has not been
detected.
The sampling program will focus
more on the monitoring wells than the
existing residential wells because the
former are drilled deeper specifically
to yield essential ground-water data
while the latter, are drilled into
relatively shallow zones to supply
water for irrigation and domestic
purposes:
• Exiling Well to tewnptod
A Prepowd Monitoring w*tt
1-13
-------
The fourteenth slide is the menu slide again. It is used at this point to remind
the audience of the four technical studies involved in determining the extent of
pollution and to move their attention to the third technical study.
Slide #14
• During the Remedial Investi-
gation, we will also examine the
extent of surface water and sedi-
ment contamination.
KOPPERS IS REQUIRED
TO DO WORK
DETERMINE THE EXTENT OF
POLLtmOM
•, <
1, SOLS
2. GROUND WATER
4. Aft"
The next slide is a photograph of the aeration pond, currently used by
Koppers to treat waste water from the wood treating operations. The Project
Manager refers to this slide to explain how waste water is treated. "A picture is
worth a thousand words," particularly when presenting new concepts to an
audience.
Slide #15
• This photograph shows a
view of Koppers' aeration pond
that is currently used to treat
wastewater. This surface water
!s treated and pumped to spray
fields where it eventually flows
off-site. The State of
California's Toxic Pits Control
Act requires Koppers to cease this
treatment method by January 1, 1988.
111-14
-------
The 'following slide shows the technical staff involved in testing surface water.
This slide is engaging and interesting because it reveals the people performing the
activity discussed. .
Slide #16
• Jo determine the impact that
this wastewater run-off has had
on nearby surface water and sedi-
ment, Koppers will sample surface
water and sediment both on and off-
site.
If an image slide is not available to depict the type of action that is being
described, the menu slide can be used. This is the case with the discussion of
air testing.
Slide #17
• The last key component of
the Remedial Investigation is to
examine air contamination resulting
from wood treating activities at the
Koppers and Louisianna-Pacific faci-
lities. The Koppers work plan
requires the company to sample air-
borne dust stirred-up from the site's
contaminated soil. Moreover, EPA is
doing an air study, independent of the
work plan, to determine the impact
that the facilities'gas emissions
and releases from the wood-waste
fueled boilers have on the sur-
rounding community.
KOPPERS IS REQUIRED
TO DO WORK
POLLUTION
1.
*,
3. SURFACE WATER
111-15
-------
The Project Manager concludes the presentation with a schedule of when the
various technical activity reports are due to EPA. This slide illustrates that EPA is
ready to act on the RI/FS activities described and discussed at the public meeting.
Slide #18
• This slide shows the
schedule that Koppers must
follow to submit technical reports
to EPA. If you are interested in
a closer review of the schedule,
please refer to the work plan for
the Remedial Investigation/
Feasibility Study.
SCHEDULE FOR PHASE I DEUVERABLES
REPORT
MortHySUIui Report*
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Some improvements to this presentation would include:
* A title slide:
Slide #1:
Title slides can help to gather audience attention to
the subject
Though this slide names four major components of
the Superfund process, there is no visual cue as to
where the enforcement process, specifically the
Consent Order, fits in. The example below shows
how the link can be made in a slide.
ENFORCEMENT IN THE SUPERFUND PROCESS
FUND-FINANCED,
FEDERAL-LEAD
ENFORCEMENT
REMEDIAL
INVESTIGATION
(PHASES I, II)
t
EXPEDITED
RESPONSE
ACTION
FEASIBILITY
STUDY
(PHASES 1,11,111)
RECORD OF
DECISION
H REMEDIAL |
DESIGN I »
REMEDIAL
ACTION
Slide #4:
Item A should be highlighted with color to indicate
that "determining the extent of pollution - or Rl" is the
subject of the next several slides.
KOPPERS IS REQUIRED
TO DO WORK
A. DETERMINE THfc EXTENT Ol* TH£
POLLUTION
(REMEDIAL INVESTIGATION OR Rl)
B. STUDY AND PRESENT A RANGE OF
CLEANUP METHODS
(FEASIBILITY STUDY OR FS)
1-17
-------
The fact that the presentation does not include any
discussion of point "B" (the FS) on slide #4 should be
stated in the talking points for this slide. A slide or
two added at the end of the presentation to reiterate
the need for this step would avoid the problem of
leaving the audience with an incomplete
understanding of the RI/FS process.
Menu slides
#8,10,14,17
Attention to the main point featured on each of these
slides could be better focused using a highlighting
technique similar to that used in slide #3. An
example of this highlighting technique is presented
below.
KOPPERS IS REQUIRED
TO DO WORK
A. DETERMINE THE EXTENT OF POLLUTION
t SOILS
2. GROUND WATER
3. SURFACE WATER
4. AIR
Follow-up
to slide #17
As in the case of the proceeding three menu items,
greater comprehension of the point "determining the
extent of air pollution" featured in slide #17 could be
achieved if the menu slide were followed by one or
two photographs illustrating the nature of the work.
These suggestions notwithstanding, the Koopers Oroville example
represents a straightforward, clean presentation delivered by EPA staff having
the appropriate knowledge and technical expertise concerning the site. It is,
therefore, easy to see why it was successful in helping build constructive two-
way communication between EPA and the site community members.
1-18
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ALTERNATIVE VISUAL AIDS
Slide presentations are adaptable for a range of circumstances, from small,
informal meetings to a conference address before professional peers. However,
the use of slides for a presentation often is impractical, due to cost, time constraints,
nature of the material, or unavailability of resources. In these cases, other visual
aids can serve as effective communication tools. The following discussion
presents examples of how actual objects or models, flip charts, overhead
transparencies, and wall maps could be used to convey the Koppers Oroville site
information.
Actual Objects Or Models
Slide #8 contains a menu, addressing the fact that soil studies will be done.
Passing around a sample soil core from a boring is an effective alternative for
presenting this information. Of course, the sample soil core must be safe to handle,
as should all objects that are handled by EPA and the public.
Slide #7 describes the company's business and the source of pollution.
Presenting actual samples of the product (treated wood) or the company's sales
literature is another option that would support the speaker's point.
Flip Charts
Flip charts are effective for small audiences, and are a good medium where
the information to be conveyed is not complex. They can be hand lettered with
marking pens, rather than typeset, thus keeping the mood informal while effectively
conveying the speaker's message. An advantage of this media, besides its
economical cost, is that it allows additional points, such as late-breaking
developments, to be added "on the spot," as compared to hours or days of
preparation lead time required for slides or overhead transparencies.
With flip charts, the technique of highlighting issues or points can be easily
accomplished. For example, a menu of facts can be listed on a single page of a flip
chart. Then, as the speaker progresses through each item on the menu, the
speaker simply checks the item off or underlines it to focus the audience's attention
on the point being discussed.
The Koppers Oroville slide briefing could have been accompanied with a flip
chart, provided that the flip chart could be viewed at close range by the participants.
For larger audiences, flip charts lose thir effectiveness simply due to illegibility at
distances of more than a few feet.
111-19
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Overhead Transparencies
Overhead transparencies can be produced quickly and inexpensively when
only text and relatively simple charts are to be displayed. The technique of
highlighting with shading or color used in the Koppers Oroville slide briefing would
be equally as effective if used on transparencies. Maps and diagrams also could
be reproduced on overhead transparencies quite economically.
Another alternative, but an expensive one, is to reproduce color photographs
as transparencies. For these to be reproduced as transparencies of a size large
enough to be used for overhead projection, an expensive process and specialized
equipment is required. Typically a full-service photographic vendor would require
several days turn-around time to provide full-color transparencies at a cost of $15
or more each. The ease with which to produce photographs on 35 mm slides does
not exist with overhead transparencies. The speaker can not, for example, add
photographs to the presentation on the same day that the pictures are taken. With
35 mm slides, however, the film can be taken to a local 1-hour processing facility or
1-day photo lab and be developed in time for the same day presentation.
Wall Maps
Wall maps could be used effectively in place of, or in addition to, the maps
reproduced as slides in this briefing. Again, it is necessary for the audience to view
the maps at fairly close range for optimum comprehension.
III-20
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Presentation on the XYZ Landfill Record of Decision
The presentation on the XYZ Landfill Record of Decision illustrates two types of
visual aids that can be used as effective communication tools at presentations. The
XYZ Presentation is adapted from actual Superfund presentations made on the
proposed remedial alternatives to various groups. The purpose of this adaptation is
to provide a realistic example that capitalizes on the most effective methods used in
the various Superfund presentations.
The four main objectives of the XYZ presentation were:
• To identify the problem at the site
• To identify the future problem(s) if the problems remains uncorrected
• To discuss the remedial alternatives
• To present the rationale for the proposed remedy.
The presentation was given in two different settings. The first presentation was
given by the site project manager at a technical briefing for 10 environmental
scientists. The second presentation was made at a public meeting for approximately
100 citizens in the site community. Each presentation provided the two audiences
with identical information regarding the site; however, the level of detail and the
types of visual aids used were different.
In preparation for the two presentations, the speaker conducted an audience
analysis of the people who would be attending each event. For the technical
briefing, the audience size, background, and knowledge of the problem revealed the
need for a presentation aimed at an informed, technically sophisticated group. The
briefing was scheduled to take place in a small meeting room, and an unusually high
degree of controversy surrounded the issues that would be presented there.
The audience analysis of the 100 citizens at the community meeting revealed
different needs from those identified for the environmental scientists at the briefing.
The community meeting was, of course, much larger in audience size. The technical
knowledge of the audience was limited, and the general understanding of the site
problem varied throughout the group. Nevertheless, the citzens all shared common
concerns and interests. A large auditorium was selected for the location of the
presentation to accomodate the large attendance.
For the technical briefing, the speaker chose to use large (roughly 2-1/2 feet X 4
feet) color posters and a flipchart to serve as effective communication aids. The use
of color posters is expensive to prepare, but the needs of the audience in this case
warranted the extra cost. The posters contained a high level of detail tq stimulate,
and appeal to, the technical knowledge of the scientists. The high resolution of the
111-21
-------
posters made them particularly attractive to view. The posters also provided the
scientists with a clear accounting of the problem and EPA's proposed remedies. The
only alternative to posters for high resolution is color slides, but these were deemed
inappropriate for such a small group.
The use of color posters, accompanied with the flipchart, enabled the speaker to
create a productive, informal setting. The speaker always faced the audience,
thereby requiring direct interaction with the group, and the use of posters and the
flipchart encouraged extra movement on the part of the speaker. The speaker
pointed to the posters, referred the audience to the prepared text displayed on the
flipchart pages, and, at times, used a bright blue marker to add audience input to the
flipchart pages. The speaker's gestures and movement added energy and
excitement to the presentation. At the conclusion of the briefing, the speaker
distributed packets containing reduced, xeroxed reproductions of the posters. The
packets were prepared to serve as a useful reference for each audience member.
Refer to Attachment A for the reduced reproductions of the posters used at this
presentation.
For the community meeting, the speaker chose to support the presentation with
overhead transparencies and handouts. The overhead transparencies were
projected on a screen at the front of the room and provided the audience with large,
bright images that could be seen by every one. The handouts contained hard copies
of the transparencies to be used for note-taking purposes and to assist those who
could not easily see the screen. These were distributed at the beginning of the
presentation. The visual aids used for this meeting were inexpensive to prepare,
easy to use, and provided the audience with the general information they sought.
The visuals contained much less detail than those required for a more technical
audience.
The format of the community meeting required a more formal setting, and the
speaker prepared a presentation that accommodated these needs. The speaker
maintained good eye contact with the audience by dimming the lights rather than
making the room dark. To control the attention of the audience, the speaker limited
the number of transparencies used in the presentation, as well as the information
contained on each transparency. By doing this, the transparencies could not stand
by themselves. They required explanations, definitions, or background information
that the speaker provided. These techniques enabled the speaker to deliver an
effective presentation. Refer to Attachment B for the copies of the visual aids used at
this meeting.
111-22
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ATTACHMENT A
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XYZ LANDFILL
WHAT IS THE PROBLEM?
Containment
Wall
Membrane Liner
| Upper CphansySand -,„ •.
Water Table "
Estimated Limits of
Burled Wastes
LowerjCohansy^Sand
^^^SJg^^^^^S
KirkwoodClay
Klrkwood Sand \**Z
; PRESENt CONDITIONS
•/ .. ** *" "•"• sw> %
* :Alcyon Lake Is Closed to Recreation
* F-ehces arid Containment System are Installed
of Flow Captured
Contamination has Spread Throughout Containment
^System " ** *\ * ; . - ^ ,/0 \;.,; ,-
:N6 jKpute Health Hazard Exists % /^ :
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XYZ LANDFILL
PROPOSED REMEDY #1
ENHANCED CONTAINMENT
Elevation In Feet
Above Mean
Sea Level
140 "
130
Dirty Water to Onstte
Pretreatment
Estimated Limits of
BurM Wastes
,*;o>&*fc*
Lower CohansySand
Meets Ob
of1982Ro
ISONS
s"
A. s •, s\ s ^
Lrttle Reduction of
Contamination
^ \
Potential of Future
Seepage into
Offsite Areas
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XYZ LANDFILL
PROPOSED REMEDY #2
COMPLETE REMOVAL
Homes
Rabbit Ru
Excavation
with Enclosure
PRO
Permanent Removal of
Contamination
Sewer
Homes
CONS
Risk: Offsite Air Emissions
Fires/Explosions
Transport
No Destruction of
Contaminants
Adequate Disposal
Capacity May Not Be
Available at All Facilities
Excessive Cost
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XYZ LANDFILL
PROPOSED REMEDY #3
FLUSHING
140
130
Clean Water
Membrane Liner
Dirty Water to Onsrte
Pretreatment
Containment
Wail
*' Containment
"Wall
Estimated Limits of
Buried Wastes .
Upper
Cotiansy
Sand
^iChestnut Branc
Lower CohansySand
Klrkwood Clay
.-vKirkwood Sand .-»***»
^^^.AAAAAAA A A A A * f. f. f. A A AAAAA.AAAArtAArtrtrt A... A
80
Elevation In Feet
Above Mean
Sea Level
PROS
Permanent Reduction
of Water Transportable
Contamination
Substantial Elimination of
Future Offsite Migration
Risk
Elimination of Health and
Safety Risks
CONS
Non-Water Transportable
Contamination Remain
Short Term Offsite
Impacts
O & M Concerns
15-Year Duration
Undemonstrajed
Technology
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XYZ LANDFILL
REMEDY SELECTION
MATRIX
No Action
Future Risk to Public Heaith
and Environment
Enhanced Containment
- Little Reduction of Contamination
- Potential of Future Seepage
Complete Removal
- Risks too Great
- No Destruction of Contaminants
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ATTACHMENT
-------
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XYZ LANDFILL
WHAT IS THE PROBLEM?
Rabbit Run
Homes
Sewer
Homes
From 1958 to 1971, XYZ Landfill received
domestic and industrial wastes.
-------
XYZ LANDFILL
WHAT ARE THE IMPACTS?
If Problem Not Corrected:
• Contaminants Will Continue To Migrate
• Alycon Lake Will Remain Closed To Recreation.
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XYZ LANDFILL HOW CAN PROBLEM BE SOLVED?
Three Possible Remedies:
2. Complete Removal
3. Flushing
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XYZ LANDFILL
PROPOSED REMEDY #1
What Is Enhanced Containment?
CONTAINMENT
WALL
CLAY LAYER
LANDFILL
CONTAINMENT
sS WALL
PRO
Improves reliability of
containment system
CON
Does not significantly
reduce contamination
-------
XYZ LANDFILL
PROPOSED REMEDY #2
What Is Complete Removal?
AIR TREATMENT
SYSTEM
EXCAVATION WITHIN
ENCLOSURE
-------
XYZ LANDFILL
PROPOSED REMEDY #2
COMPLETE REMOVAL
PRO
Contamination can be
permanently removed
CONS
• Contaminants cannot
be destroyed
• Several risks involved
• Availability of adequate
disposal capacities
questionable
• Excessive cost required
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XYZ LANDFILL
PROPOSED REMEDY #3
What Is Flushing?
•CLEAN WATER
INJECTED
CONTAMINATED
WATER PUMPER
SLURRY
WALLN.
SLURRY
./WALL
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XYZ LANDFILL
PROPOSED REMEDY #3
FLUSHING
PROS
Permanent reduction of
water transportable
containments
Substantial elimination of
future off-site migration
Elimination of health and
safely risks
CONS
Non-water transportable
contaminants remain
Seepage can result
Well clogging can occur
15-year duration
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XYZ LANDFILL
ANALYSIS OF PROPOSED REMEDIES
No Action
Future risk to public health
and environment
Enhanced Containment
Long-term operation required
Little reduction of contamination
Potential of future seepage
Complete Removal
Risks too great
No destruction of contaminants
Excessive cost
Flushing
Permanent reduction of water-
transportable contaminants
'',,/•>', — ' * ' ' ' ' ' „
Substantial elimination of future
- - ,« f - , -
Elimination of health and safety
risks wilh no action and excavation ;
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WRAPPING UP
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WRAPPING UP
Making effective presentations is a skill that is developed with much practice
and experience. This skill includes a combination of talents, such as an engaging
speaking style, effective body language, and overall, a dynamic stage presence.
These talents will soon become personal flair as you use them and hone them into
effective public speaking skills. The discussions and tips included in this guide will
assist you in designing your own presentations, selecting and preparing visual
aids, and using these visuals as effective resources.
While the value of appropriate visual aids cannot be easily measured, their
success at enhancing presentations is obvious. Visual aids:
Help your audience see what you are talking about
Provide emphasis to whatever is being said
Make the meaning of spoken words tangible and real
• Add impact and excitement to the presentation.
When you need to make your next Superfund presentation, you can refer to this
guide, your Community Relations Coordinator (CRC), and to the new knowledge
and tips that you now have to create an effective presentation.
a U.S. GOVERNMENT PRINTING OFFICE: 1989-648-163/87075
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