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CHAPTER 2 Audience Analysis
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Presenting to a Global Audience by Ann Craig Presenting to a group where there are multiple cultures and varying English pro ciencies can be challenging. The most important consideration is knowing beforehand who will be in the audience and how best to communicate information that will meet audience members needs. Here are some tips to keep in mind when presenting to a global audience: Content and Presentation Design Include seven or fewer topics/points that are clearly stated. Structure the presentation so that the audience can easily follow the topics. Build group activities into the presentation format. Give each group a ip chart and a separate discussion topic, providing extra time for processing this information. Walk around and assess the progress of the group, taking particular note of individuals who may need additional help. Ask each group to select someone to present the group s ndings, thereby allowing the group to designate someone who is comfortable with speaking English. Include memorable stories and statistics that have universal appeal. Design your closing with a brief, enthusiastic take-away message. Visuals Be prepared to spend twice as much time on the presentation visuals, as the audience will often take copious notes, depending on participants need for applying the information. Provide more rather than fewer visuals when you know that your audience has dif culty with English uency. Use bullet points free of jargon and slang expressions. Whenever possible, use a whiteboard or ip chart in addition to PowerPoint slides for varied interest.
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Delivery If your audience is not uent in English, allow one and a half times more time than you would normally schedule for presenting information. Pause often to allow the audience to assimilate what you have just discussed. Monitor your participants understanding by asking questions and assessing their nonverbal behaviors. Presenting to an Online Audience Your goal is to create an interactive online-learning experience. Follow up each major objective with an exercise that allows practice and reinforcement. For example, provide information on how to create effective visuals, and then have learners design visuals and critique assignments with speci c suggestions. Include case studies where learners can apply acquired knowledge. Provide information on creating effective visuals. Above all, provide learners with frequent feedback and coaching.
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1. Why does knowing your audience s age and generation matter (a) You ll need to increase your volume for very old and very young audiences. (b) Older audiences are more conservative, and you need to temper your language. (c) You can choose terms and examples that allow your audience to relate to your material regardless of age. (d) Younger audiences are accustomed to short, fast-paced messages.
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CHAPTER 2 Audience Analysis
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2. If you are giving a stand-up meeting before a work shift starts, what style should you use (a) Formal (b) Detailed (c) To the point (d) Funny 3. What should you do when using an acronym (a) Ask the group if everyone knows the meaning of each term. (b) Never pronounce the acronym as a readable word. (c) Use each word of the acronym every time you use it. (d) Use each word of the acronym the rst time you use it, and use the abbreviation most consecutive times. 4. What should you do if you re speaking for a social group that meets regularly (a) Keep your message formal, since the group members don t know you. (b) Don t be distracted by the group s socializing. Stick to your planned message. (c) Gear your talk to the group s most attentive members, and ignore the others. (d) Keep your presentation short, to the point, and entertaining. 5. Which statement is not true of an online audience (a) It cannot be analyzed, because audience members are remotely located. (b) The people in your audience may be multitasking during the meeting. (c) The audience may have a history of previous remote meetings. (d) This audience requires as much research as a face-to-face audience.
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