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Working the Room by Tom Farmer One fact that I learned early in my facilitating career was the importance of what is commonly known as working the room. Participant engagement is vital to the success of any presentation, and your ability to work the room will be the true vehicle to success in accomplishing your engagement strategy. Here are some considerations I always bring to my mind prior to starting my presentation: Understand your audience. I practice active-listening skills while the class does introductions. Many times participants reveal information that will re ect on their level of understanding of my subject matter. I will also use a polling question at the beginning of the session to check for a level of understanding. This allows me to tailor my presentation to the needs of the majority of the room. Lastly, I also spend time observing the behavior of the participants prior to the beginning of the session as well as on breaks. I seek insight into who comes across as con dent, humorous, compassionate, or even disengaged. In response, I compliment con dence, stroke displays of compassion, ask a question of the disengaged, and work for laughs. Tell compelling stories. There is no better way to bring theory to reality than through a compelling story. Have a moral that ties directly to the content of your presentation. For emphasis, engage all the presentation skills you know, such as voice in ection, facial and hand gestures, and appropriate wording. Remember, you are not just telling a story but painting a visual for the audience. Incorporate appropriate humor. Getting people to laugh will lighten the mood in the room. Keep in mind that humor means different things to different people, but there is one thing I have found that generates a laugh from almost everyone. This happens when you tell people something funny about yourself while laughing at yourself. For emphasis, add in some of the visual presentation skills such as effective eye contact, voice in ection, and gestures to seal the deal on the laugh. Make it about them. Set the tone with stories and humor, and then get the participants to tell their own story. When you ve paved the way, they will be inclined to share their own stories that will be even more meaningful to the audience than your anecdote. While they are speaking, physically move into their space. Vocally show your appreciation for their sharing of the story to inspire others to share. The bottom line is that if you engage all of the fundamental skills of effective presentation delivery, working the room will become second nature to you.
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CHAPTER 11 Are You Listening
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1. Which of the following responses interferes with listening (a) Making eye contact (b) Paraphrasing (c) Having a limited interest in the subject (d) Asking for more information 2. Approximately what is the average rate of speech in the United States (a) 60 words per minute (b) 100 words per minute (c) 200 words per minute (d) 300 words per minute 3. About how fast can listeners process speech (a) 60 words per minute (b) 200 words per minute (c) 350 words per minute (d) 450 words per minute 4. What is a term for the constant chatter of random thoughts that interferes with listening (a) Cacophony of sounds (b) Jumping-bean thoughts (c) Monkey mind (d) Treadmill thinking 5. Which technique will not help you to listen better (a) Use silence. (b) Focus on your own needs. (c) Paraphrase what you hear. (d) Make eye contact.
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Keep the Audience Interested by Using Your Voice
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When Deborah thought back on the training session she had attended the day before, she couldn t remember very much of what she had heard. She knew that lling out the new forms was important, but the trainer was so monotonous and boring that she couldn t recall many details without looking at her notes. Even the trainer had seemed bored as he spoke! The average attention span of an adult is not much longer than that of a child. It s a fact that we humans mentally tune in and out while we re listening. In seconds, we can move our attention from what the speaker is saying to what else we could be doing, what we would like to have for lunch, and how we might avoid rush-hour traf c, before we return to the message we re hearing. Consequently when you
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