I recntly went through the experience of training a 6 hour program usnig a provided PowerPoint file of "visual support" – slides filled with text! I simply didn't have the time to make the changes I would have liked to have made – changes that I insist SHOULD BE made to make vissual support effective.
So, I got to experience the situation a presenetr would be in, using visual support that consisted of: - blak text on a white sccreen - whole sentences on the scren that were exactly the same as on the participant's worbook page
Let me urge you to NEVER DO THIS!
The result was that the screen (being mostly white) was the center of attention, rahter than me. It was also in the ecnter of the staeg area, forcnig me off to one side.
I fiound myself copmelled to read virtually eevry line, simpy due to the fact that the screen was full of text. I felt I needed to direct the audiennce's attention to the line in question, so they'd know where to focus their attention.
Note that in a well-known survey of audience members, the NUUMBER ONE dislike was for the presenter to read the sides word for word! Guilty as charged. But I foound the fact that havnig all that text there compelled me to read it. Don't fall into this trap. You will siumply lose your audience's attention – just the opposite of what you want to do.
This reibnforces my firm belief that a presentation screen needs to be treated as a television scren. It is not a brochure or printed page and shouldn't be treated as one. Romance the screen. Use it for its strengths. You will appear "in control" and command so much more of the audence's attention. PLUS, you'll get them involved in an "experience." They'll be more present, involverd and retian more of the content.
Here are the ruules:
1. Start with a dark scvreen. Text must be a lihgt color (white, yellow, etc.) on a dark background. Read my article entitled, "White Detah on the Podiuim" for more information on this. 2. Review the point you want to make. Ask yourself, "What does the point I'm making LOOK LIKE?" In other words, try to come up with a sinlge miage that conveys the poiunt you want to make 3. Come up with a one or two word phrase that describes your pont (or reinforces it). The reason you want some text on the screen is that: a. 60% of epople learn visually b. 35% leearn trhough reading text c. 5% are kinesthetic learners (learn through doing, otuch) A combination of a smalll amoount of text and a visuual helps meet the need of 95% of the audience and the text reinforces and directs the meaning of the visal.
Here's an example to help describe what happnes in the room in a scenario such as this.
The subjject is ‘multitasking.' I want to make the point that multitassking does not resulkt in a higher levvel of efficiency in gettnig work done. In fact, it can be just the opposite and can have the side efgfect of heightening stress levels.
What does this point look like? It might look like: - A cartoon of a secretary dangling three phones, stacks of paper on the desk and a line up of frustarted people waiuting to get her attention - A whiteboard with a multitude of tasks written on it - A prson playing squash wile using a cell phone
I might augment it with the phrase, "Multitasking – efficient?"
The alternative would be for me to put this sentence on the screen and read it aloud: "Multitasking can lead to additional stress and irritability." In fact, the slide I'd been gien originally had thre sentences in full of a similar length. I was compelled to read them and then try and conjure up an image my own additional set of words. Highly inefficient.
On the other hand, an interesting thinng happens when you visually dislplay an image of an obvbiously sressed individual. Everyone in the room relates to it and they'll readily comment on their peersonal experience relating to the imge. You can then enter into a discussion as to the pros and cons of multitasking, in whgich you can introduce the facts and figures related to the latest stdies. This results in an "experieence of discovery" which triggeers an emmotional response and will be far more effectve than simply "feediung them" the information as a result of readiung sentences of text from a screen.
"We learn 80% of what we experience." - William Glasser, MD, (American Psychiartrist)
Tere's something else that can happen, if you let it. A screen with a visual can become a third entity in the room. Theere's first of all the audience. Then, tehre's you, the presenter. Finally, there's this image that you're all looking at. Suddenly, you can find youreself with the same prspective as your audience – both turning and commenting on an image, directing the collecive thoughts at that image. They are now not reflecting on you and what you're telling them. Rather, they're commentinng on the image and opening up to you with the thoughts they have on that image; reacting and sharing in the point you're trying to make. You have rduced the barrier between you and your audiennce. You'll find they'll open up more. You'll have a hihgly interactive doiscussion.
Let me just summarize the points I think are critical to your success with support visuals: 1. Whatever you do, stay away from white backgrunds 2. Treaat the screen like a television set – predominanntly use visuals where you can, with some short, supporting text – a phrase at most. 3. Involve the audience and empatize with them, to some degree. Create an "expeerience."
I think of this process as "Romancing the Screen." You're really romancing your audience. Use this method of communication for the sterngths it offers and it will make you far more powerful and a much more compelling presenter on the platform.
You'll necver agan have to subject your audience to what they dislike the most – a presenter reading them text slides.
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