Presentations
DescRipiioN
A presentation is an organized oral communication to an audience. Presentations can be
enhanced with visual aids and question-answer sessions. Use this tool to make a formal
announcement or to keep the community up-to-date about site activities or milestones. Presen-
tations also can be used to prepare the community prior to significant events or decisions.
RequIrecJ Adiviiy?
No.
IVlAkiNq ii WoRk
WMen to Use
The timing of your presentation is critical. For example, holding a briefing for the Media and
community leaders prior to a controversial decision is far more effective than having one after
the fact. Presentations are most effective when they are planned around major events or
decision points and are supported with visual aids.
How to Use
Schedule presentations at a convenient time and place. Present only two or three key mes-
sages, and anticipate problems. The following sections walk you through preparing and
delivering presentations and following up afterwards.
ChoosiNq a Format
Presentations can take a variety of formats. For example:
® Stand-up speech at a podium;
® Presentation at a technical meeting;
® Informal session; or
® Panel discussion.
PREpARiNq
Once you've researched material for the presentation:
® Choose the best speaker(s). Some people are uncomfortable with speaking in front of
large groups of people. Put your best public speaker behind the podium and rely on others
to answer questions or provide support;
® Think about using visual aids (e.g., charts, graphs, Exhibits, enlarged photographs);
® Anticipate and plan for questions that may be asked;
® Rehearse! Once you have thought through the purpose of the presentation and identified
the key messages and audience, the best thing to do is rehearse. Some people even
simulate the setting by having their peers pretend to be the audience;
® Promote your event with flyers, ads, and articles;
® Personalize the event (e.g., greet people at the door; hand out an agenda listing speakers,
format, time, and topics; hand out name tags; provide business cards; set up a question
box; put out a sign-in sheet); and
See Media.
Tab 25
See Exhibits.
Tab 13
Last Updated:
September 2002
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Presentations
See Frequently
Asked Ques
tions/Referrals~
Tab 18
See Mailing
List. Tab 23
® Before the presentation, ask if there are any topics that the audience wants covered,
write them on a board, and address them.
DElivERiNq tIie Presentation
No matter which presentation technique you choose, several rules of thumb apply:
• Keep the presentation brief, as in 20 minutes for delivery and five minutes for questions;
• Consider the golden rule for presentations: Tell them what you are going to tell them, tell
them, and then tell them what you told them;
• Establish a positive, knowledgeable tone. Avoid sounding defensive or condescending;
® Emphasize only the key messages (limit: three messages per presentation);
® Use hand-outs, slides, overhead transparencies, posters, maps, and photographs;
® Anticipate Frequently Asked Questions or other likely questions; limit time per
question and ask someone from the audience to be the timekeeper; and
® Be honest if you don't know the answer to a question; take notes and follow up later.
FollowiNq Up
® Ask the audience if this method is a good way to communicate with them. Ask for
suggestions. Ask people to fill out an evaluation card. Evaluate the type of information,
delivery, speakers, and venue. Include a question about how they heard about the event.
® Use the sign-in sheet. This information could be used to create or add to a Mailing
List. You could also send out the responses to questions you were not able to answer.
Also, remember that since the meeting is public, the Office of General Council has
determined that sign-in sheets are not proprietary and must be released if they are
requested.
® Stay until people have left. To do this, bring people to help you pack up to leave so that
you can spend time after the meeting mingling with people and answering questions.
® Respond to unanswered questions as soon as possible.
® Record your own notes about your impressions of the presentation.
® Hold a de-briefing with the entire presentation team as soon as possible to review the
session and make improvements. Prepare a "lessons learned" summary.
ExAMpl.ES
ExampLe 1: BooksTORE TaLI
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Presentations
ExampLe 2: School PL Ay
One region that needed to distribute bottled water to residents around a site recognized the
critical importance of explaining why bottled water should be used and how to avoid using tap
water. The CIC coordinated with a sixth grade teacher, and gave a presentation to school
children. The students put on a play that was a hit in the community.
Tips
® Consider joining your local chapter of Toastmasters to refine your speaking style.
® Diffuse hostile questions by expressing genuine empathy before providing an answer.
• Always follow up with people whose questions you could not answer.
• Provide copies of presentation materials to the media, including speeches.
• Repeat questions to ensure that the entire audience hears them.
• Keep answers short and direct.
ReLatecJ TooLs/Resources iN tNe TooLkii
® Exhibits. Tab 13
® Fact Sheets. Tab 15
® Frequently Asked Questions/Referrals. Tab 18
® MailingT.ist.Tab23
® Media. Tab 25
® Public Meetings. Tab 32
® Risk Communication. Tab 37
® Videos. Tabs 45
AuAchEd Items WrrhiN This Tool
® Attachment 1: Audience/Facility Checklist—Reminders for selecting and preparing a
facility and scoping your audience
® Attachment 2: Public Speaking Hints—Tips for improving your voice, speech, and non-
verbal behavior
® Attachment 3: Handling Audience Questions—How to respond to difficult questions
® Attachment 4: Presentation Techniques — Pros and cons for using techniques such as
speeches, roundtable discussion, overheads, and panels
® Attachment 5: Visual Aids—How to best use visual aids in presentations
® Attachment 6: Sign-In Sheet
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Attachment 1: AudiENCE/FAciLiiy ChecldisT
ThE Aud iENCE
® Know the size of your audience. Choose a presentation format appropriate for the size of the group and type of
meeting (e.g., seminar, roundtable, panel discussion, or speaker).
• Pick a facility that suits your presentation style and accommodates audience size.
• Decide on content appropriate for your audience. Are the attendees going to expect technical, financial, or more
general information?
® Analyze your audience to determine what type of information suits their interests. Are they teachers, salespeople,
community groups, CEOs?
® Determine what level of understanding your audience already has for the subject.
® Ensure your presentation is useful by identifying the value you are adding. What reason do they have for coming to
your presentation? What will the audience get from you?
® Identify and address the problems members of your audience may be facing. Is anyone angry, dissatisfied, relo-
cated, or otherwise more effected by the release than others?
® Learn the thinking styles of your audience. Will you need to support your main points with lots of anecdotes and
statistics?
FAcilrry/LoqisTics
® Visit the facility, if possible. Is it appropriate for your needs?
® Identify the individual to contact if the lights, audio, or temperature need adjustment.
® Know the names and phone numbers of emergency contacts in the area.
® Check restrooms for accessibility.
® Check parking space to accommodate the attendees.
® Send participants directions to the facility, if necessary.
® Schedule the presentation for a time when most people can attend.
® Ask if anyone needs to take a break.
Last IVUnute REiviiNdERS
® Pack the presentation materials the night before you are to deliver it.
® Bring two sets of notes and overheads in case one set is lost or unusable.
® Bring extra light bulbs if you are using equipment that requires them.
® Bring enough business cards to hand out at the end of the session.
® Bring general informational handouts.
® Bring extra copies of the agenda.
® Bring colored markers.
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® Bring a converter plug.
® Bring a pointer.
® Bring a note pad to write down questions or remind yourself to clarify an issue during the question and answer
period.
® Bring blank transparencies in case you need to add anything at the last minute.
® Think of everything that could go wrong, and prepare.
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Attachment 2: Public SpEAkiNq HInts
Practice makes perfect. Improve your speaking by focusing on the following aspects of voice, speech, and non-verbal
behavior:
VOICE
The way your voice sounds depends on factors ranging from how loud and fast you speak to the way you pronounce
words.
• Hirn Up the Volume: Speaking too softly causes your audience to strain to hear you; speaking too loudly can be
distracting. Speak loud enough so that all of the people in the room can hear you. Ask someone to assist you
before your audience arrives to test how loud you need to speak to reach the back of the room. Ask your audience
if they can hear you.
• Control Your Speed: For most situations your rate of speech should fall between 120 and 150 wpm. Many
people often speak faster or slower than they should because they feel nervous. If you speak too slowly, the
speech may seem boring; too quickly and the speech may be difficult to follow. To check your rate of speech,
count the number of words in a section of your speech. Then, keeping an eye on a second hand, deliver that
section. Practice your speech with someone who has not heard it and ask them to check your rate.
® Use Vocal Variety: Vary your voice to make your speech more interesting. Use inflection where appropriate,
such as on your key points.
® Check Your Dialect: Generally, people feel most comfortable listening to someone who speaks with a similar
accent to their own or has a neutral accent. If you have a strong accent, the audience may not understand you.
Therefore, talk slowly and periodically check with the audience. You might want to start with, "I know my Georgia
accent is thick, so stop me if you can't understand my twang."
• Pause: Using pauses at the right times in your speech helps the audience. Combined with vocal variety, they are
the commas, periods, and exclamation marks of the speaking world.
• Watch How You Say It: Where you place emphasis in a sentence changes the meaning of the message. For
example, repeat the following statement several times varying the emphasis each time, and listen to the connota-
tions:
"Your property values are not decreasing."
SPEECH
Speak in a manner that is comfortable, and be confident and knowledgeable of the topic.
® Get the Message Across: The information may be new and overwhelming to the audience. So, convey your
message concisely. Simplify complex subjects by using familiar terms and concrete language. Avoid extra words
and overused words, such as "very," "just," or "like."
Before: Due to the contaminated rainwater run off, and the subsequent influx of phosphates and nitrates into
local aquifers, we are in the process of installing a water purification facility. Therefore, community
members should purchase purified water or establish a method of water purification within their
residence.
After: You should drink filtered or bottled water until the treatment pumps are installed.
Repeat Key Points: Repetition helps the audience remember your message. Review your key points at the start.
Reiterate them throughout. Summarize them at the conclusion.
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Speak Naturally: Relax and be yourself. Jot down key words and phrases you want to convey instead of reading
an entire speech verbatim. Only read directly from notes to ensure that you repeat quotes and statistics accurately.
Speaking extemporaneously from note cards allows you to move around more and frees your hands so that you
can gesture effectively. This conveys that you are comfortable with the audience and the topic.
Use Your Imagination: People perceive and learn differently. If you are talking about a concept that is difficult to
understand, provide examples to illustrate and clarify your topic. Perhaps use a metaphor, or other type of imagery,
in place of technical jargon. For example, you could compare the structure of a landfill cap to the layers of an
onion. Refraining an idea helps you reach as many people as possible.
NONVERBAL
Actions can speak louder than words. Effective non-verbal behavior makes your audience feel comfortable, helps
emphasize main points, and reinforces ideas.
Talk With Your Hands: Do not stand with your hands in your pockets. Do not hold the podium in a "death grip."
Do not keep your arms crossed. These behaviors can give bad impressions. Making occasional hand gestures
gives you a more relaxed appearance, emphasizes main points, personalizes your presentation, and conveys
confidence.
Stay on Your Toes: Occasionally move away from the podium. Constantly standing behind a podium can create
boundaries and encourage confrontation.
Maintain Eye Contact: Good eye contact with the audience keeps them engaged. One technique suggests
picking three people around the room and shifting your gaze to each throughout your presentation. This gives the
appearance that you are addressing everyone in the room, while helping you keep your concentration. Look at the
people in the back of the room as well.
Make a Lasting First Impression: A well-groomed appearance portrays a professional demeanor. Try to dress
appropriately for the occasion. When in doubt, it is better to overdress than underdress. Also, check your appear-
ance in a mirror right before you speak.
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Attachment 5: HANdLiNq AudiENCE QuestIons
Your audience will evaluate you most critically during question and answer periods. Your credibility may depend on
how you interact with the audience. You will be evaluated on how well you think on your feet, accommodate complex
questions, and know the subject.
QuestIon ANd Answer BAsics
When it comes time to answer questions from the audience, follow these four important steps: Listen, Explore, An-
swer, Check. Listen to what the questioner is asking you. Explore for more information or clarification if the question
is long or has many parts. Answer the question by being straightforward and to the point. Check to see if the ques-
tioner is satisfied with your answer.
Other ways to ensure that you are on course when answering questions include:
® Repeat the question. Is there a hidden meaning in what is being asked? What type of question has been posed? Is
it open ended, to the point, or closed?
• If a question is vague or wandering, restate what you believe the question to be.
® Maintain eye contact with the questioner. Take a few breaths before speaking to give yourself enough time to form
a concise answer.
• Avoid lengthy discussions with one individual. If necessary, offer to meet with them at the end of the question
period, or have them give you a call at a convenient time.
® If you do not know the answer to a question, say so. Then provide a contact who may know the answer, offer to
look into it and get back to them (and follow up), or ask the audience for their suggestions. If you redirect the
person with the question to someone else, follow up to see if they were helped.
QuestIons DuitiNq tIie Presentation
Hopefully you have asked the audience to reserve questions until the end of your presentation. Some speakers request
that the audience only interrupt to seek clarification on something that was not understandable. If there is a question
posed during the presentation, however, you can do a few things. First, if answering it will quickly clarify a point,
answer it immediately. Or you could give a quick answer and explain that you will elaborate during the question and
answer period. You also could tell them you are planning to cover that information later, and refer to the agenda and
show them where you will be covering it. Finally, you could build places into your speech where you pause and ask if
there are any questions about the information just presented.
When the presentation is finished, review what happened. Were there a lot of questions asked during the presentation?
If so, maybe there was a section that was not fully explained or a topic that needs more detail.
CAllVliNq STRATEqiES
® Acknowledge the questioner's intelligence ("That's a perceptive question").
® Rephrase the question in neutral terms to diffuse any hostility. You do not want to make the questioner look bad
and you do not want to become defensive.
® If there is a rambling or very long question, try to pick a point you can expand on, and then get back to your
original agenda.
® Turn the projector back on to bring attention back to your agenda.
® Change a slide to indicate you are moving on.
® Refer to the next page of a handout.
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® Remind the audience of the agenda and where you are heading.
Touqh QuESTioN STRATEqiES
When handling a difficult question, you should try to identify the questioner's underlying objective or theme. The
following examples are types of difficult questions and possible techniques to answer them effectively.
1. The "set up." A long preamble precedes a question and is sometimes loaded with misinformation.
Example: "Considering the low regard that residents have for the EPA, how do you, as part of the EPA, expect
people to believe that you are not selling out to the PRP?"
Solution: Do not nod your head when the question is being asked because it may be viewed as agreeing with
what is being said. Wait until the question is finished, then go back and break down the preface: "Yes, it may be
true that some people are suspicious of EPA's negotiations with private companies, but in fact EPA is requiring the
PRP to clean up the site." You also may want to concede that there may be cause for people to question, but that
they should look carefully at what you are doing now.
2. The "either/or situation." The questioner poses two unacceptable alternatives.
Example: "Either you are misinformed, or you are protecting someone," or "Were those irresponsible statements
due to incorrect information or were they part of a deliberate attempt to mislead the public?"
Solution: You can answer the question directly: "Neither. The real issue here is . . ." and move on the points you
want to make. Or you can just ignore the trap and respond the way you want.
3. Irrelevancy. In this situation you are called upon to answer a question in an area unrelated to your area of
expertise. As a result, you may be quoted out of context.
Example: "Ms. Jones, as the RPM for the XYZ Landfill, do you think EPA should reconsider its position on
dioxin?"
Solution: Reply that it is not your area of expertise, then launch into information regarding EPA's actions at the
XYZ Landfill. Direct them to the expert.
4. The empty chair solution. In this situation, the interviewer quotes an opponent or person with a different point of
view who has criticized your view but is not present.
Example: "Dr. Ralph Smith has said that this facility is a serious health hazard," or, "Congressman X says EPA's
handling of the cleanup has been inadequate."
Solution: You can say, "I have not heard those remarks," or "I believe the facts will show ..." Do NOT attack an
opponent who is not present. Be willing to review the information and then comment on it.
5. The broadside attack. The questioner attacks you directly.
Example: "You are deliberately withholding information, aren't you?"
Solution: Deny it immediately, if it is not true, or be candid if there is some truth in it. "We only withhold informa-
tion that we consider confidential and which may adversely affect the drafting of a permit for a facility." Point out
the ways you are disseminating information, such as through meetings, fact sheets, and public availabilities.
6. The hypothetical situation. This technique involves the "what if' question.
Example: "What if contamination is discovered in the groundwater below the facility? Will the community be
provided with alternative supplies of drinking water?"
Solution: Point out that "we cannot speculate on what we might do until all the facts are in." However, you also
should note what you are doing to ensure that you are gathering all necessary information.
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7. Inconsistency. You may be asked about opinions or policies that have changed over time.
Example: "When the investigation of the site first began, EPA said the problem would be taken care of in less than
one year. It has been three years and nothing has been done."
Solution: Explain the reasons for the change, whether it was due to a change in policy or circumstance. For
example, "When we first made that statement we were not aware of the extent of the contamination. As a result,
it took us longer to study the site than expected. Our intentions have always been to keep the community well
informed. We plan to complete our studies by this summer at which time we will release the information to the
public."
8. "No comment." This is not the same as "I don't know." It can be stated a number of ways. If you do not know
the answer to a question, state that you do not know the answer.
Example: "We have heard that ABC Industries, a large employer in the area, may have its site placed on the
National Priorities List."
Solution: If the answer is "no comment," it can be done smoothly: "EPA has not yet made a decision about the
extent and severity of the contamination that exists. We will be sure to inform you as soon as we have reached a
decision."
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Attachment 4: Presentation TEchiMiQUES
Type of
Presentation
Pros
Cons
Example
Individual Speech
Information is
presented live by
one person.
• Speaker can respond to
questions.
• If flexible and expert,
speaker can tailor
presentation to
audience's attitude or
informational needs.
• An ineffective or poorly
prepared speaker can
damage credibility.
Speech and Q&A
session for the public
regarding modifica-
tions to a proposed
remedy.
RoundTable Discussion
People representing
different viewpoints discuss
topic(s), aided by a
facilitator.
• Could take the form of a
"brainstorming" session.
• Speakers offer different
perspectives on the
issues.
• Participants may be able
to resolve conflicts.
• Debate may not be
appropriate for all
situations.
• A powerful speaker can
sway the outcome.
• If not controlled, the
insider participants may
lapse into jargon, leaving
audience out.
• Opportunities for audi-
ence input are limited.
To present different
proposals for future
use of a Superfund
site.
Panel Discussion People
with special expertise (i.e.,
toxicology, public health,
regulatory) speak about a
topic and then field
questions from audience;
also called a "Town
Meeting."
• Information presented
from experts in various
fields.
• Encourages audience
interaction.
• Can be used as a
diagnostic tool to deter
mine and
address your audience's
greatest concerns.
• Mixed messages may be
sent from panel partici-
pants.
• Technical speakers often
use arcane jargon or
"talk over audience's
heads."
• Discussion can easily
stray from the topic at
hand.
To air ramifications
of different cleanup
options or discuss
on-site risks.
Presentations
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Type of Presentation
Pros
Cons
Example
Video Presentation
A pre-recorded
segment is shown
explaining a particular
topic.
• Audience can see
things at distant
locations.
• Videos can be widely
distributed.
• Videos are excellent
for showing site
progress.
• Visual approach is
very appealing.
• May seem
impersonal.
• Requires audio/visual
equipment.
• Equipment may not be
able to serve a large
audience.
• Video production can
be expensive.
Good for "topical"
discussions such as
the Superfund
pipeline, presumptive
remedies at particular
site types, how to get
a Technical
Assistance Grant
(TAG), etc.
Informal Session
An individual
addresses a group in a
relaxed environment.
• Personal and flexible.
• If audience is
comfortable, members
can provide immediate
feedback.
• Can accommodate
only a small group.
• Falls flat if facilitator
is not well prepared.
This approach is
perfect for discussing
information with a
Community
Advisory Group.
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Attachment 5: VisuAl Aids
Visual aids help to state facts clearly, emphasize a point, and capture the audience's attention. The most important
aspect of using visual aids is to KEEP IT SIMPLE. While it is tempting to dazzle your listeners, the content of your
presentation is the key. Visual aids should supplement your speech, not distract attention. Types of visuals include flip
charts, wipe boards, videos, computer shows, 35mm slides, overheads, and handouts. While each of these have unique
qualities that make them appropriate for specific situations, they all must follow similar rules to remain effective.
CoNVEy ONE MESSAqE pER visUAl.
Visuals should emphasize the points you are making while you are speaking. One main idea per visual will focus your
audience, keep the presentation on the track you choose, and reinforce the idea that you think is important. Short
phrases that are simple and direct are more effective than long, complicated sentences. Use action headings and
phrases to grab attention. For example, if you are preparing a slide on the number of Superfund sites that have begun
cleanup construction in fiscal year 1997, your header could read, "Superfund Cleanup Construction rose dramatically in
FY 97" rather than "Superfund Cleanup Construction begun in FY 97." There is more excitement and punch to the
first header, and it conveys more information.
MaI(E All visUAls REAdAblE.
Nothing is more distracting in a presentation than the speaker putting up a slide and saying "I know you all probably
cannot read this, but. . ." If your audience cannot read your slides, then there is no sense in showing them. One way
to be sure your audience will be able to read your visuals is to follow the 8H rule. This states that if you can read an
image from eight times its height in distance, most likely your audience also will be able to read it. For example, if you
are using a flip chart with two inch lettering, and you can read it while standing 16 feet away, it should be fine. If you
can read a one inch slide from eight inches away, it should be readable for your audience. If there is any doubt, before
your presentation have someone stand at various distances from the visuals and tell you what they can and cannot
read.
Follow the guidelines below when considering what type point size to use for three different types of visuals:
Title
Subtitle
Text
Transparency
30-36 point
24 point
18 point
Slide
24 point
18 point
14 point
Flipchart
3 inches
2-2 Vi inches
1 V2 inches
Use a MAxiMUM of two Fonts per visuAl.
A single font is ideal for clarity and continuity. Some speakers use one font for text and another for headers. For
additional flexibility or emphasis, you can use italics, bold, and underlining. Words typed in all capital letters are difficult
to read because the letters are the same shape and the eye cannot easily distinguish them.
LiiviiT Mne Ien(jtIi.
Ideally there should be no more than six words per line and six lines per visual. You should also limit each line to 40 charac-
ters.
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Use Four colons MAxiMUM per visuAl.
Colors grab the attention of the audience, and enhance retention and recall. However, do not go overboard; fewer than
four colors is best. Use a single background color for continuity, or at least keep the colors in the same color family.
You can change colors to emphasize points or words. Try to select the appropriate color to match the idea you are
conveying. Warm colors like red, yellow, and orange convey excitement and conviction, whereas cool colors such as
blue, green, and purple convey calmness and objectivity. However, red is usually synonymous with caution, problems,
or retreat. Slides should have dark backgrounds with light text, while overheads should have light backgrounds with
dark text.
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Attachment 6: SiqN'lN SNeet
Name
Organization
Phone
Fax
E-mail
Address
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PresentatIons
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