I’m working on a management discussion question and need an explanation and answer to help me learn.
Chapters 14 & 15 in BUSINESS COMMUNICATION: Developing Leaders for a Networked World, Peter Cardon, 4th Edition McGraw-Hill Education (attached)
Watch the short videos at the following links:
HOW TO START A PITCH OR PRESENTATION – YouTube
How plan and create an effective presentation?
Explain the SOFTEN model of nonverbal communication.Because learning changes everything.®
Chapter 14
Planning
Presentations
© 2021 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom.
No reproduction or further distribution permitted without the prior written consent of McGraw Hill.
Learning Objectives
14.1
Describe how planning your presentations leads to
credibility.
14.2
Analyze presentation audiences in terms of message
benefits, learning styles, and communicator styles.
14.3
Organize and gather content for a preview, view, and
review.
14.4
Develop effective slide presentations.
14.5
Use the story line approach to presentations.
14.6
Evaluate your presentations for fairness and
effectiveness.
© McGraw Hill
Applying the AIM Planning Process
for Presentations
Audience
•
Address needs and speak to the audience in a way that is
most appealing and easy to learn.
Information
•
Identify key facts and conclusions.
Message
•
Focus on key takeaway concepts and provide supporting
points throughout.
© McGraw Hill
Principles of Audience Analysis
Identify the following:
• Audience benefits.
• Existing knowledge.
• Concerns.
• Decision makers.
• Appeals.
• Communicator style.
• Learning style.
© McGraw Hill
Analyze Your Audience and Gather
the Right Information
1
Seven Questions to Ask
•
How will audience members benefit from the product,
service, or ideas I am proposing?
•
What do the audience members already know about my
product, service, or ideas?
•
What are my audience members’ chief concerns?
•
Who are the key decision makers?
© McGraw Hill
Analyze Your Audience and Gather
the Right Information
2
Seven Questions to Ask (continued)
•
What will appeal to your audience?
•
•
What is the learning style of your audience?
•
•
Consider the motivational value systems (MVSs).
Visual, auditory, or kinesthetic learners.
What information do I need to gather?
© McGraw Hill
Develop Your Message
This is the most critical factor in presentation
success.
•
Identify a few takeaway messages.
•
Structure your presentation with a clear preview, view,
and review.
© McGraw Hill
Provide a Compelling Preview
Preview includes:
•
An effective attention-getter.
•
A positioning statement.
•
An overview statement.
© McGraw Hill
Table 14.1a Types of Effective AttentionGetters
Attention-Getter Example
Rhetorical question Have any of you ever thought your performance review
wasn’t fair? Or, have you ever dreaded delivering a
performance review? As we started looking at research
about annual reviews, we found that most employees and
managers don’t think annual reviews improve performance.
This attention-getter immediately evokes thinking about
personal experiences for audience members. It focuses on
an unmet need (using performance reviews to improve
performance). It is also concise: It takes roughly 20 seconds
to deliver (42 words).
© McGraw Hill
Table 14.1b Types of Effective AttentionGetters
Attention-Getter Example
Vivid Example
We held two focus groups with employees about their views
of annual reviews. Right at the start of the first focus group,
one of the employees whom everyone recognizes as
devoted, reliable, and friendly, simply said, “The reviews
don’t help us at all.” Every person in the group nodded their
heads. Nearly every comment I heard from employees
came back to this simple theme: Annual reviews don’t help
the employees perform better, be more motivated, or be
more invested in their work.
This example captures the attention of the audience with its
vivid, story-based description of what employees really
think. Many audience members would take this example
seriously. This example would take roughly 30 to 35
seconds to deliver (82 words).
© McGraw Hill
Table 14.1c Types of Effective AttentionGetters
Attention-Getter Example
Dramatic
demonstration
(Live demo of the software) Some of you are probably
wondering what makes continuous reviews possible. We
can do it with a variety of software platforms. If you look at
the screen, I’m going to take two to three minutes to demo
how the platform works. You’ll see how employees get
immediate, helpful, and accurate feedback . . .
This attention-getter gives the audience a tangible sense of
how the platform can produce continuous, helpful feedback.
This demonstration is delivered in a few minutes. Latisha
should be prepared to demonstrate the technology rapidly
or she’ll lose the interest of audience members.
© McGraw Hill
Table 14.1d Types of Effective AttentionGetters
Attention-Getter Example
Testimonial or
quotation
Managers at many companies say transitioning to
continuous reviews has dramatically improved performance
and morale. I talked to three HR directors who started using
continuous review systems in the past few years. Janna
Leahy, the HR director at Peakster Computing, told me that
the company has increased billable hours in the consulting
division by 35 percent. She attributes this to the coaching
and motivating environment of continuous reviews. She said
continuous reviews create an “enjoyable culture of
performance.”
This short statement focuses on the testimonial of an HR
manager who implemented a similar solution. The statement
emphasizes a dramatic rise in profitability, which appeals to
senior managers emotionally and rationally. It would take
just 30 seconds to deliver (77 words). Ideally, a compelling
video testimonial would be provided as well.
© McGraw Hill
Table 14.1e Types of Effective AttentionGetters
Attention-Getter Example
Intriguing statistic
It’s no secret that employees don’t think annual reviews are
accurate indicators of their performance. In fact, roughly 50
to 75 percent of employees say this in various surveys. But,
did you know that nearly 50 percent of HR managers don’t
even think annual reviews are accurate?
This attention-getter focuses on a compelling but likely
expected statistic about employees (50 to 75 percent don’t
think annual reviews are accurate indicators of their
performance) and an unexpected statistic about HR
managers (nearly 50 percent of HR managers don’t even
think annual reviews are accurate). These statistics rapidly
create the message that annual reviews aren’t considered
reliable by all parties involved—the employees who receive
them or managers who administer them. This concise
statement takes roughly 20 seconds to deliver (47 words).
© McGraw Hill
Table 14.1f Types of Effective AttentionGetters
Attention-Getter Example
Unexpected
exercise
As we get started, I’d like each of you to answer two
questions with the person sitting next to you. First, ask your
partner, “What was the worst experience you’ve had getting
a performance review?” Then ask, “What was the best
experience you’ve had getting a performance review?”
This quick exercise gets participants talking right away about
topics that are central to the presentation: performance,
motivation, and management. This exercise may also get
participants to open up and relax. Another benefit for Latisha
is she can now adapt her presentation to the needs of her
audience more effectively. This is a great approach for
kinesthetic learners.
© McGraw Hill
Table 14.1g Types of Effective AttentionGetters
Attention-Getter Example
Challenge
Today I’m going to talk about transitioning from annual
reviews to continuous reviews. I’m going to show you some
new tools to provide feedback and coaching on a daily
basis. Once I explain the tools, I’m going ask each of you to
describe how you think this would impact your teams.
This is a direct challenge to audience members to
conceptualize and envision how the tools apply to their own
teams. This approach will help many of the audience
members become more engaged and active during the
presentation. This is a concise opening at just 20 seconds or
so (51 words).
© McGraw Hill
Creating a Positioning Statement
Positioning Statement
•
Frames your message in appealing terms to your
audience members.
•
Demonstrates clear and valuable benefits.
•
Ideally 1-2 sentences.
© McGraw Hill
Providing an Overview Statement
Final Part of the Preview
•
Ideally 1 to 3 sentences.
•
Simple, conversational language.
© McGraw Hill
Justify Your Views
Views
•
Your two, three, or four key messages.
•
Include strong support material.
•
Specific cases or examples.
•
Stories and illustrations.
•
Analogies.
•
Statistics and facts.
•
Quotations.
•
Your own experiences.
© McGraw Hill
Use the PREP Method
Components of
PREP Method
• Position
• Reasons
• Example
• Position
© McGraw Hill
Table 14.2a The PREP Method
Sample Statements
Step 1:
Position
© McGraw Hill
With annual reviews, our employees often get
feedback when it’s too late to make any
changes. With continuous reviews from
managers and peers, our employees will
receive constant feedback—positive and
negative—that will help them improve their
performance right away.
Table 14.2b The PREP Method
Sample Statements
Step 2:
Reasons
© McGraw Hill
Many HR professionals in recent years have
found that the timing of feedback, the amount of
positive feedback, and feedback from a variety
of colleagues all contribute to better
performance.
Table 14.2c The PREP Method
Sample Statements
Step 3:
Example
Let me give you a quick example at Peakster Computing. Janna Leahy, the HR director, estimated that productivity
increased by 15 to 20 percent because of continuous reviews. After using continuous reviews for one year, Janna
conducted a complete evaluation of the types of feedback that employees received. Here’s what she found.
First, employees said that feedback was “actionable.” Before implementing continual reviews, employee surveys
showed that only 23 percent of employees agreed with the statement I’ve improved my performance due to
performance reviews. After a year of continuous reviews, employee surveys showed that 92 percent of employees
agreed with the statement I’ve improved my performance due to continuous reviews. Clearly, the employees see
value in this feedback.
Janna estimates that employees now receive approximately 12 times more feedback throughout the course of a
year! Of this feedback, roughly 80 percent is positive feedback and roughly 20 percent is negative or suggestionbased. She thinks that the positive feedback serves as motivation and confirmation of employee strengths. One
concern many people have of continual feedback is that colleagues won’t be candid about suggestions for one
another’s improvement. Janna has found this simply isn’t the case. It’s true most comments are positive. But,
employees at her company regularly give tough love to each other. Janna estimates that the average employee
last year received 31 clear recommendations about how to improve performance from fellow managers and
employees. Now, compare that to an annual review from a single manager’s viewpoint where an employee might
get 5 to 6 suggestions.
Finally, the amount of positive and negative feedback makes a huge difference. Janna estimates that employees
now receive approximately 55 times more feedback throughout the course of a year! Of this feedback, roughly 80
percent is positive feedback and roughly 20 percent is negative or suggestion-based. She thinks that the positive
feedback serves as motivation and confirmation of employee strengths.
One concern many people have of continual feedback is that colleagues won’t be candid about suggestions for
one another’s improvement. Janna has found this simply isn’t the case. It’s true most comments are positive. But,
employees at her company regularly give tough love to each other. Janna estimates that the average employee
last year received 22 clear recommendations about how to improve performance from fellow managers and
employees. Now, compare that to an annual review from a single manager’s viewpoint where an employee might
get three to four suggestions.
© McGraw Hill
Table 14.2d The PREP Method
Sample Statements
Step 4:
Position
© McGraw Hill
So, we anticipate the same results here at
Eastmond. Continuous reviews will ensure each
employee gets more constructive feedback
more often. We expect this helpful feedback will
increase the performance level of our
employees.
Conclude with an Effective Review
Review
•
Have a strong finish.
•
Gain buy-in on specific actions.
•
Recap your message in a few sentences.
•
Provide a call to action.
© McGraw Hill
Design Appealing Slides
1
Good Visuals
•
Businesspeople frequently use PowerPoint or other
electronic slide presentations.
•
Can increase communication effectiveness and
persuasiveness by about 50 percent.
•
Don’t forget you as the speaker are the focus of the
presentation.
•
Create a storyboard with your slide titles.
© McGraw Hill
Table 14.3a Setting Up Slide Titles to Help
You Make a Smooth, Logical Presentation
Slide
Title
Number
Story Line
1
Improving Employee
Positive overarching theme in the title
Engagement: Transitioning slide: higher employee engagement
to Continuous Reviews and
Recognition
2
Benefits of Employee
Engagement
Attention: shows the benefits of
increasing employee engagement
3
Problems with Annual
Reviews
Need: shows how the current approach
of annual reviews does not improve
employee engagement
© McGraw Hill
Table 14.3b Setting Up Slide Titles to Help
You Make a Smooth, Logical Presentation
Slide
Title
Number
Story Line
4
Our Employees’ Views of
Annual Reviews
Need: shows current disenchantment
with annual reviews at this company
5
Benefits of Continuous
Reviews
Solution: shows how continuous review
systems overcome the problems of
annual reviews and increase employee
engagement
6
Our Employees’ Views of
Continuous Reviews
Solution: shows how continuous review
systems have support from the
employees
© McGraw Hill
Table 14.3c Setting Up Slide Titles to Help
You Make a Smooth, Logical Presentation
Slide
Title
Number
Story Line
7
Positive, Helpful, and
Candid Feedback
Rationale/counterpoints: describes the
nature of feedback; addresses concerns
that a new system won’t promote candid
feedback
8
Ease of Use for
Managers
Rationale/counterpoints: describes how
the system gets buy-in from managers;
addresses concerns that a new system
won’t get support from managers
9
Cost-Effectiveness
Rationale/counterpoints: describes the
costs of a system; addresses concerns
that a new system costs too much
10
Proposed Implementation Call to action: uses a timeline to identify
implementation
© McGraw Hill
Design Appealing Slides
2
Design Your Slides for Ease of Processing
•
Limit the amount of information on any given slide.
•
Use font sizes that all audience members can read easily.
•
Focus on and highlight key information.
•
Use plenty of white space.
© McGraw Hill
Design Appealing Slides
3
Design Your Slides for Ease of Processing (continued)
•
Use high-contrast backgrounds and colors.
•
Use compelling images in moderation.
•
Develop simple charts and diagrams.
•
Get professional design help when possible.
© McGraw Hill
Applying the Story Line Approach to
Your Presentations
1
The Story Line Approach
•
Allows your listeners to engage on a deeper level
emotionally and intellectually.
•
People remember stories more easily than they do
abstract information, and they are more likely to act on
what they hear via stories.
© McGraw Hill
Applying the Story Line Approach to
Your Presentations
2
Stories for business contain the following elements:
•
Plot.
•
Setting.
•
Resolution.
•
Moral or lesson.
© McGraw Hill
Reviewing Your Presentations for
Fairness and Effectiveness
Final Review
•
Check technology works.
•
Check for typos.
•
Seek feedback from colleagues and clients.
•
Apply the FAIR Test.
© McGraw Hill
Figure 14.5a Are Your Presentations
FAIR?
Facts (How factual is your presentation?)
•
Have you presented all the facts correctly?
•
Have you presented information that allows colleagues,
customers, and consumers to make informed decisions
that are in their best interests?
•
Have you carefully considered various interpretations of
your data? Have you assessed the quality of your
information?
© McGraw Hill
Figure 14.5b Are Your Presentations
FAIR?
Access (How accessible or transparent are your
motives, reasoning, and information?)
•
Are your motives clear, or will others think you have a
hidden agenda? Have you made yourself accessible to
others so that they can learn more about your
viewpoints?
•
Have you fully disclosed information that colleagues,
customers, or consumers should expect to receive?
•
Are you hiding any information to cast your
recommendations in a better light or real reasons for
making certain claims or recommendations?
© McGraw Hill
Figure 14.5c Are Your Presentations
FAIR?
Impacts (How does your communication impact
stakeholders?)
•
Have you carefully considered how your ideas, products,
and services will impact colleagues, customers, and
consumers?
•
Have you made recommendations to colleagues,
customers, and consumers that are in their best
interests?
© McGraw Hill
Figure 14.5d Are Your Presentations
FAIR?
Respect (How respectful is your presentation?)
•
Does the message offend or pressure in any way? Does
it show that your colleagues’ and customers’ needs are
important?
•
Would a neutral observer consider your communication
respectful?
© McGraw Hill
Business Communication: Developing
Leaders for a Networked World, 4e
Chapter 14
Because learning changes everything.
www.mheducation.com
© McGraw Hill
© 2021 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom.
No reproduction or further distribution permitted without the prior written consent of McGraw Hill.
®
Because learning changes everything.®
Chapter 15
Delivering
Presentations
© 2021 McGraw Hill. All rights reserved. Authorized only for instructor use in the classroom.
No reproduction or further distribution permitted without the prior written consent of McGraw Hill.
Learning Objectives
15.1 Describe how presentation delivery impacts your
credibility.
15.2 Deliver presentations with authenticity,
confidence, and influence.
15.3 Apply the SOFTEN model of nonverbal
communication for presentations.
15.4 Use slides and handouts to supplement your
presentation effectively.
15.5 Interact effectively with your audience.
15.6 Prepare to present effectively in teams.
© McGraw Hill
Establishing Presence
1
Strategies
•
•
Establish credibility.
•
Internal presentations.
•
External presentations.
Maintain authenticity.
•
© McGraw Hill
Present your real self to the audience.
Establishing Presence
2
Strategies (continued)
•
Know your material and rehearse.
•
Become more comfortable with the content.
•
Work out weakly connected areas.
•
Identify parts that you want to emphasize through tone and
nonverbal communication.
•
Time the presentation.
© McGraw Hill
Establishing Presence
3
Strategies (continued)
•
Overcome fear and speak with confidence.
•
•
•
•
•
•
•
© McGraw Hill
Everyone gets nervous speaking in public.
Engage in relaxation techniques.
Become aware of your breathing.
Practice visualization.
Focus on friendly faces initially to gain composure and
confidence.
Watch your food and beverage intake.
Get comfortable with audience members before starting your
presentation.
Figure 15.1 Top Fears of American
Adults
Access the text alternative for slide images.
© McGraw Hill
Source: YouGov. (2014, March 21-24). Afraid of…? YouGov.com. Retrieved from http://cdn.yougov.com/cumulus_uploads/document/
zqmu1lifm8/tabs_OPI_fears_20140324.pdf.
Establishing Presence
4
Focus on People
•
Make people the subject of your sentences.
•
Introduce colleagues and refer to them by name during
your presentation.
•
Use names of audience members as appropriate.
© McGraw Hill
Table 15.1 Making People the Subject of
Your Sentences
Less
Effective
The survey showed just 43 percent This statement is compelling
of respondents believe that annual but dry and impersonal to
reviews are accurate indicators of some audience members.
performance.
More
Effective
Jeff, Steve, and I developed the
survey after holding focus groups
with our employees to learn about
their views of annual reviews. Of
the 223 employees who took the
survey, just 43 percent believed
that annual reviews are accurate
indicators of performance.
© McGraw Hill
This statement is more
compelling by introducing the
people involved: the HR
personnel who designed the
survey based on what they
heard from employees and
the larger group of
employees who ultimately
took the survey.
Table 15.2 Introducing Colleagues by
Name
Less
Effective
I’ll be presenting research conducted
by the HR team.
This statement is good
but could be improved by
elaborating on who the
members of the HR team
are and why they’re
positioned to provide
good advice.
More
Effective
Our HR team, including Jeff Brody
and Steve Choi, spent the last two
months gathering information about
annual reviews and continuous
reviews. We’ve talked to HR directors
at other companies, software vendors
who provide new continuous review
tools, and our own employees. Today
we’ll share this research with you.
This statement is stronger
with its focus on the
members of the HR team
and why they are
positioned to provide
strong advice.
© McGraw Hill
Table 15.3 Using Names of Audience
Members
Less
Effective
It’s common for managers to continue
conducting annual performance reviews
even though they think there should be
better ways of evaluating and motivating
performance.
This statement is
good but is not
personalized. It is
essentially a
“faceless” comment
that may be less
persuasive without
talking about “real”
people.
More
Effective
Just before we started the meeting this morning,
Cynthia, John, and I were chatting about annual
performance reviews. They each mentioned great
managers they knew here in this company who
conduct annual performance reviews as a matter
of routine, but don’t think they work. These
managers think there should be better ways of
evaluating and motivating performance.
This statement
makes the point in a
personalized,
relatable manner. It
shows the presenter
is connected to the
experiences of the
audience.
© McGraw Hill
Establishing Presence
5
Stay Flexible
•
Arrive early.
•
Focus on the needs of your audience.
•
When you lose your place, don’t panic.
•
Never tell your audience things haven’t gone as
expected.
•
Always have a plan B.
•
Know what your key messages are.
© McGraw Hill
Establishing Presence
6
Use the Room to Your Advantage
•
Position yourself where people can see you easily.
•
Move around but avoid distracting the audience.
•
Use podiums and tables strategically.
© McGraw Hill
Establishing Presence
7
SOFTEN Model of Nonverbal Communication
•
•
•
•
•
•
Smile
Open stance
Forward lean
Tone
Eye contact
Nod
© McGraw Hill
Establishing Presence
8
Dress for Success
•
Formal business dress:
•
•
Business casual dress:
•
•
Intended to project executive presence and seriousness.
Intended to project a more comfortable, relaxed feel while still
maintaining a high standard of professionalism.
Casual dress:
•
Least formal option.
•
Rare in a business-related setting.
© McGraw Hill
Figure 15.3 Messages Sent by
Formality of Workplace Attire
Access the text alternative for slide images.
© McGraw Hill
Source: Cardon, P. W., & Okoro, E. A. (2009). Professional characteristics communicated by formal versus casual workplace attire. Business Communication
Quarterly, 72(3), 355–360.
Using Visual Aids and Handouts
Use Visuals without Losing Focus on You
•
Avoid turning out the lights in most cases.
•
Don’t start your slides right away.
•
Speak to your audience, not the screen.
•
Interpret, don’t read your slides.
•
Preview the slides before showing them.
•
Use a remote control to advance slides when possible.
•
Avoid standing in front of the slide projection.
•
Use blank slides strategically.
© McGraw Hill
Use Handouts Effectively
Handouts
•
Make sense for detailed, numerical, and other information
that is difficult to project adequately onto a screen.
•
Wait until the end of your presentation to distribute
handouts.
© McGraw Hill
Fizkes/Shutterstock
Interacting with Your Audience
Ways to Interact with Your Audience
•
•
Field questions.
•
Pause before answering.
•
Be honest.
•
Show appreciation.
•
Be concise.
•
Reframe the question to match your agenda.
Mingle and follow up.
© McGraw Hill
Table 15.4a Be Honest
Q. I know you’ve said that managers will like this new system, but you haven’t
really talked about what managers wouldn’t like about the system. For me, I’d
worry about this system eroding my authority to ask for real changes, especially if
other employees are giving so much positive feedback. So, don’t you think this
could actually upset some managers?
Less
Effective
© McGraw Hill
A. I guess that I haven’t really
heard that concern yet. I think that
managers might have a concern
like that initially, but as they
continue using the system they’ll
notice they are actually
empowered rather than having
their authority eroded.
Latisha’s response glosses
over the fact that she is not
informed enough to give an
accurate answer. Although
she attempts to put a positive
spin on the problem, she
may appear dismissive of
some listeners’ genuine
concerns.
Table 15.4b Be Honest
Q. I know you’ve said that managers will like this new system, but you haven’t
really talked about what managers wouldn’t like about the system. For me, I’d
worry about this system eroding my authority to ask for real changes, especially if
other employees are giving so much positive feedback. So, don’t you think this
could actually upset some managers?
More
Effective
© McGraw Hill
A. I’m not prepared to give a good
answer to that question right now, but I
think we certainly need to address it.
Perhaps the HR team can ask some of
our contacts at companies using
continuous reviews to tell us their
experiences with the challenges that
managers face with these systems. If
it’s okay with you, the HR team and I
will get some answers to your question
and email the entire senior
management team within a week.
Latisha states that she is
uncertain. However, she
demonstrates a
willingness to get the
answer from reliable
sources and promises to
provide that information
within a week. Overall,
she gains credibility with
her up-front, helpful
response.
Table 15.5 Show Appreciation
Q. Do you think there’s a risk that because the feedback is public,
managers and employees will avoid sharing their candid and real views
of one another’s performance?
Less
Effective
A. Actually, the system allows
private feedback so that . . .
This is a good, rational
response but could be
improved with additional
validation of the questioner.
More
Effective
A. That’s a good question. We
talked to four or five HR directors
who have implemented
continuous reviews, and they
each initially had this concern. In
practice, employees and
managers use the private
feedback feature when they offer
negative or sensitive feedback. . .
By briefly validating the
importance of the question,
Latisha is able to demonstrate
that she relates directly to this
concern and that Eastmond
Networking is committed to
facilitating this communication.
The response is strong
rationally and emotionally.
© McGraw Hill
Table 15.6 Be Concise
Q. You’ve mentioned a few success stories at Peakster Computing. Could you
mention some examples at other companies you’ve talked to?
Less
Effective
A. Sure. I could give you lots of
examples. Let me tell you about
three other companies. . .
(continues on for three to four
minutes largely repeating the same
key points).
By providing such a lengthy
answer, Latisha may
inadvertently disengage some
of her audience members who
have already gotten her key
points.
More
Effective
A. Momentarily, I’ll distribute a
handout with more comprehensive
information from our research. The
handout provides cases for four
companies we worked with, so
you’ll be able to see that the results
at Peakster Computing are quite
similar to those at the other three
companies.
In this brief response (roughly
20 seconds), Latisha provides
new information (that will be in a
handout) and touches on but
does not belabor key take-away
points. This response has broad
appeal since it allows audience
members to locate additional
results from other companies.
© McGraw Hill
Table 15.7a Reframe the Question to Match
Your Agenda
Q. I’m quite skeptical that our company will get the dramatic results
you’ve suggested. Do you really think a software program will help us
reduce employee turnover?
Less
Effective
© McGraw Hill
A. Well, actually, I can’t
guarantee anything. But, I can
tell you with certainty that
these types of software
platforms have made dramatic
differences in each company
we’ve talked to. I think we’ll
have similar results here.
This question challenges the
basic premise that technology (a
software platform) can make a
difference. It may raise this doubt
among other audience members
as well. While the response is
true, it fails to reframe the
question in a way that focuses on
how managers and employees
help each other.
Table 15.7b Reframe the Question to
Match Your Agenda
Q. I’m quite skeptical that our company will get the dramatic results you’ve
suggested. Do you really think a software program will help us reduce employee
turnover?
More
Effective
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A. I think it’s fair to say that we can reduce
employee turnover by focusing on
performance in a more positive and
motivating way. What we’ve learned from
these other companies is that they used
the software successfully because they
created a culture of performance where
managers and employees are giving one
another more frequent, more positive, and
more candid feedback. This energizing
environment is what reduced employee
turnover. So, I’d say creating this culture
with the help of these software tools will
help us reduce employee turnover.
This response reframes
the conversation by
emphasizing how
managers and
employees encouraging
one another to improve
is the key driver of lower
employee turnover. This
response is successfully
reframed to address the
questioner’s real
concern: Technology
isn’t the solution.
Present Effectively in Teams
How to Present
•
Be clear with one another
about your objectives and key
messages.
•
Decide on your presentation
roles.
•
Stand together and present a
united front.
•
Refer to one another’s points.
•
Transition effectively.
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Being a Supportive Audience Member
Take the role of audience member seriously.
Avoid behaviors that may distract the presenter.
Make comments and ask questions that help the
presenter stay on message.
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Business Communication: Developing
Leaders for a Networked World, 4e
Chapter 15
Because learning changes everything.
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No reproduction or further distribution permitted without the prior written consent of McGraw Hill.
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