Page 293 - Nutrition Counseling and Education Skills: A Guide for Professionals

program. Will there be only one presenter or multiple speakers? There will be more flexibility regarding
content and delivery style if you are the only presenter. If the presentation is part of a larger program, find out
which are the topics and speakers that both precede and follow your presentation. Ask for the learning
objectives and planned content of the entire program. This will ensure that you complement, rather than
duplicate, the information to be presented.

Consider the position of the presentation in relationship to scheduled meal and refreshment breaks. Assess
what instructional media are available for use. Ask if handouts are expected, submission deadlines, and how
they will be provided to the audience. Some programs require that handouts be posted in advance
electronically or printed for on-site presentation. Determine time constraints. Evaluate the allotment of
presentation time in relation to the time required for audience questions.

Collect information on the physical layout and location of the venue. Will there be a podium and
microphone? Where do the presenters sit while other speakers present? How will the room be set up? Will the
audience be seated in chairs or at tables? What will be the potential distractions? Can audience members enter
and leave the room? Will they be eating lunch or drinking beverages during the presentation? Discuss the
expectations of the sponsoring organization and the presenter’s role in the overall program. The goal is to
anticipate all program setting issues that may be present as part of your preparation so you can be ready to
address their effect.8–10

Content Analysis

The third step is content analysis. The key to holding the attention of an audience is to be coherent and to
communicate with focused messages. An audience has limited time to absorb the speaker’s ideas. The secret to
brevity and simplicity is to know one’s objectives before planning the talk. The content of the presentation
needs to match the learning objectives. What does the speaker want to accomplish? What changes are
intended in the knowledge, attitude, or behavior of the audience? Will they perform a task or recall some
information? A common mistake made among untrained presenters is to attempt to cover too much in the
time allotted. Inexperienced speakers often feel the need to parade their expertise and overload the audience
with information. For example, the content of a presentation on food safety should vary depending on
whether it is given to seasoned employees, or new employees, or a combination of the two groups.

In contrast to reading, which allows a person to go back to reconsider an idea, listening requires ongoing
concentration. When the brain begins to feel overloaded and saturation sets in, it protects itself by shutting
down or wandering elsewhere. You have probably had the experience of pretending to be listening to an overly
meticulous speaker while your mind was elsewhere, having lost interest in the speaker’s message. The content
of an oral presentation needs to be limited to a few major points, generally formatted as three to five learning
objectives. The listener can absorb focused content particularly when it is reinforced through details, examples,
and a variety of media. Too much information and too many different points defeat the purpose. Listeners are
more likely to give their full attention when they know where the presentation is going and are able to follow
the presenter’s reasoning. They are more likely to grasp examples and internalize them with greater ease.7,10–12

Components of an Effective Presentation

The three main organizational components of a presentation are the introduction, body, and summary. Most

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