Professionals, lecturers, and trainers are called upon to share their knowledge on different subjects to audiences at conferences, meetings, and seminars on a daily basis.

Some deliver their content well while educating their audience, while others lack the pizzazz and ability to get their points across to ensure that learning has taken place. If you are called upon to speak publicly, hopefully you will aspire to share your knowledge in a method that will create a lasting positive impression for the group receiving your message.

Points to consider while preparing for an exceptional delivery: 1. Know Your Audience 2. Have A Defined Purpose 3. Encourage A Few Learning Points 4. Involve your Audience 5. Set Measurable Learning Objectives

1. Know Your Audience. One of the first questions that I ask when preparing content for a seminar is “who will my audience be?” Establishing the makeup and chemistry of the group beforehand allows me to select appropriate content for them. For example, my approach to a group of doctors would be quite different than my approach to a group of high-school students. The prospective audience determines everything from handout material to my personal dress code for the event. Does the group know each other? This is important if you are planning breakout sessions and group interaction. If the group is a collection of participants from different workplaces, and I am hoping for collaboration amongst them, then I may find it necessary to build in effective icebreaker exercises to get people semi-acquainted with each other. Regardless of the makeup of your audience, knowing a little bit about them before hand will ensure a good approach.

2. Have a Defined Purpose. You are being asked to speak for a reason, therefore it’s important to find out specifically what the conference conveners have in mind for the purpose of your presentation. Are there training objectives to meet? Perhaps there is certain information or knowledge promised that has been circulated in advance? Knowing what is expected of you will help you put together no less than what is anticipated by your audience. Building content with a purpose in mind will help you stay on track, and incorporate learning methods that will ensure that the objectives are attained.

3. Encourage a Few Learning Points. Emphasize only a few points of information and you are guaranteed that your audience will retain them. Too often, educators dump large amounts of information during a speaking engagement, and although the audience may seem content with the volume of information at first, they will retain very little of the material after the fact. The average adult retains only 33% of what was heard immediately after the session, and that small percentage dissipates the following day, and so on. Focus on a few learning points, and ensure that the group is given the necessary time to absorb them. Elaborate on these few points and remember that the quality of information is more important than the quantity of information provided. This will ensure learning that lasts well beyond the session.

4. Involve Your Audience. One technique used to maintain interest is to get the audience involved and participating in the sharing of ideas, as well as allowing for questions, answers, and ideas to be generated by the group. This can provide the speaker with valuable feedback on how well the content is being digested, as well as encourage the audience to think on their own about the information being delivered. Audience participation is valuable because people tend to believe their own data. Planning activities that encourage the discovery of pertinent information leaves a lasting impression.

5. Set Measurable Learning Objectives. The only way to confirm that a presentation has been successful in attaining the learning objectives is to set measurable goals for the session. An evaluation form to be complete by participants at the end of the session is one way to prove to both the speaker and the group that the program objectives have been met. Using review exercises, games, or activities is another option. Personally, I like to use a combination of these techniques where time permits, as well as a request that groups set goals for themselves which encourages the learning to stay alive in their minds long after the session is over.

I believe that learning has not taken place until behaviour has changed. The group can obtain new insights, knowledge and information from your presentation, but will they use them? Providing participants with some new tools to add to their own toolbox for success does create an adequate session. Using the points above will take your presentation to a higher level. So . . . you’ve been asked to be a speaker? Remember that the difference between ordinary and extraordinary is that little ‘extra’ – and this does not mean extra information!