The ability to give an effective presentation is an essential skill for professions. To advance within any practice setting, OTs must be able to orally communicate their knowledge, ideas, opinions, and plans. One strategy for becoming a dynamic presenter is to seek opportunities to speak and, after proper preparation, continue to ‘just do it’ until you have become comfortable with delivering presentations to peers, departments, and community groups and at national professional conferences.

Who Should Speak?

Opportunities abound for OTs to give presentations or inservices. For example, suppose you just moved from a major teaching hospital, where you worked on a rehab unit for three years, to a community home health agency. Suppose further that the new agency has elderly patients with problems eating. Your new colleagues may ask you how you addressed this problem on the rehab unit. Instead of repeating yourself multiple times, you might consider doing a short presentation during a team meeting or over lunch. If you’re a novice speaker, it’s a great way to get your feet wet: by drawing on your personal knowledge and sharing familiar content with a small group of people who have expressed an interest in the topic.

If you are not an expert on a specific topic, preparing a presentation might make you one. For example, perhaps your hospital is considering running a program to help cancer survivors reclaim their sense of wellness and live life to the fullest. By volunteering to help with the development process, you can learn about the leading theories and knowledge available and make sure the program is based on evidence. You might arrange for vendors to come and demonstrate products and provide staff members with the opportunity for hands-on product review and evaluation of some of the newest equipment during the program the hospital is already developing. You might go online and access resources from The American Occupational Therapy Association that you can have available at a table and you make yourself available that day to answer questions as people walk by. You can then, on that day’s event, have the chance to gather the newest findings, tap the experts, and even influence the audience's attitudes about the topic. Clearly, placing yourself in such a position would make you something of an expert on the topic which later, you could share about (your day’s experiences) during a lunch and learn meeting with your small department. 

You might have to make a professional presentation for career advancement purposes, such as progressing up a career ladder, or because your staff has to be readied for a new piece of equipment or technology. If the opportunity is voluntary, seize the initiative as early as possible. If you do this, there may be more latitude in selecting your topic, and you will be recognized for your independence and assertiveness. As for topics, perhaps you recently worked with a patient who had a familiar pathophysiological condition that wasn’t responding to traditional treatments and that prompted you to plan innovative therapeutic techniques. For example, incorporating Interactive Metronome to treat a patient with Parkinson's disease. You probably had to do basic library research to further your understanding of the problem and to identify the latest treatment protocols. Combining your research and concrete examples from your work with the patient into a case study presentation will enhance the education of staff and contribute to your career advancement.

What to Speak About?

A speaker needs to identify a general topic and an overall goal for a presentation. Novice speakers often find it easiest to draw from their areas of expertise. Prior knowledge establishes credibility and gives the speaker a knowledge base from which to start. Is there something you know well that would be of value to others in practice? Try to figure out what the audience will want to know about your subject matter and why. Perhaps the audience needs information about a subject for job performance and evaluation, career advancement, or certification. With this knowledge in hand, you can capitalize on what motivates the group to attend. Do a needs assessment: What problem does the population need solved? Do they need to decrease documentation time? Increase balance between work and home? Have an environmental face lift to optimize employee and client morale? If you have a solution, people will want to hear it. One OT gave a great presentation on how to hide pureed vegetables in child-preferred junk food (for picky eaters). She based the presentation on her personal experience as a mom of two very, very picky eaters.

After you have identified the subject for your talk, determine what has already been written or said on the topic. A library search is a good way to build your information base. If this is new to you, don't get overwhelmed. Seek out a reference librarian who can help you select appropriate computer indices and use key search words to find what you need. Allow yourself adequate time to search, retrieve, and review the generated literature. Also be aware of the many online tools at your disposal, such as Google Scholar (http://scholar.google.com) and ProQuest (http://www.proquest.com). Access to online databases is increasingly being offered as a membership benefit through your state occupational therapy professional associations. And don’t forget that if you’re a member of AOTA, you have access to free, online journal articles and articles through the Wilma L. West Library (http://www.aotf.org/ResourcesWLWLibrary.aspx).

After you have assembled your information, identify the key points you need to make, and clarify your objectives. Stay focused; novice speakers commonly try to present too much material. It may help to use the following steps as a guide:

• Identify the problem your talk will solve.
• Assess and sort aspects of the problem into things that are known and things that need to be known.
• Fill the knowledge gap for yourself.
• Identify three to five key points for your talk.

Next, begin writing a detailed content outline containing the supporting information you wish to discuss. Arrange the material so the flow is concise and clear. Practical information is a high priority in professional presentations. For example, in presenting about lowering stress in patients who have recently had cardiovascular operations, your introduction would be based on facts and statistics that support such action. You could talk about stress-free holiday meals with energy-conserving cooking strategies and end with a simple recipe to make, such as “Ten Can Soup”* the day after Thanksgiving as a way to use up some turkey and have a restful meal prep. The presentation might go on to compare various methods for reducing stress in such a way that the participants could evaluate them. The focus would need to be on usable information, and time should be provided for questions and answers. After this, you're ready to think about how to make the material interesting. Maybe you give out a rating card for store bought pies that will fool your family [but take one thing off your to do list to bake].

After developing a content outline, gather resources to enhance the presentation, such as other experts who could strengthen your material or add an alternative approach. Perhaps there are groups, associations, or product representatives who could provide services or literature to supplement your presentation. Whatever additional resources you settle on, be sure to use them to your advantage and not just as a fill-in or distraction.

Focusing the Presentations

Objectives, which define what the learners or participants will know or be able to do after attending the session, should flow from the presentation’s main points. They should be realistic and measurable, even if the participants' achievement is not formally evaluated. Learning objectives fall into three categories: cognitive, psychomotor, or affective.¹ For more information on these objectives, refer to Bloom's Taxonomy.

Cognitive objectives relate to the acquisition of knowledge, and they incorporate verbs like identify, state, describe, or discuss. It is easiest to ascertain if these objectives were met: either the person knows the information or does not. A cognitive objective for a session on lowering stress is, “Can you state three strategies for reducing stress?”

Psychomotor objectives, which relate to physical skills, are indicated by verbs like demonstrate, assemble, administer, and perform. These objectives can be readily measured: a participant will or will not be able to demonstrate a skill after a presentation. A cognitive objective for a session on lowering stress is, “Name occupationally pertinent areas impacted by holiday stress.”

Affective objectives relate to acquisition of values, beliefs, and attitudes; they are written using verbs such as understand, believe, feel, and appreciate. These objectives are difficult to measure and quantify. An affective objective might ask, “Do you have an increased appreciation for stress levels of the patient during the holidays?”

How to Present to Adults

The next step is to determine how to present your material in a way that is both interesting and effective. Whatever you do, don't stand and read! This bores the audience and suggests that you are unsure of yourself or your presentation.

Audiences appreciate a credible, knowledgeable speaker who is interesting, enthusiastic, and easygoing. Be enthusiastic and tell the group you are happy to be addressing them. And remember that a sense of humor goes a long way to win an audience and add spark to the presentation. The book The Laughing Classroom: Everyone's Guide to Teaching with Humor and Play by Lommans has many such examples.

A speaker should capture the audience’s attention within the first few minutes. One way to do that is by memorizing your opening comments so you can make good eye contact. Tell the audience why they need to hear what you have to say. To get the audience’s attention, use an interesting story, a quote, compelling statistics, a funny parable, or something surprising and unexpected. For example, a presentation on appropriate social skills could start with you standing with your back to the audience or walking too close to the people in the front row. You could ask a question that ties to your objectives, such as, “How many of you have had someone stand way too close to you when they were talking?” You could begin an inservice about the need for more community programs for the elderly by emphatically stating, “Predictions are that by 2020, the number of people over age 50 will have doubled in size from 2000.”

A speaker should be able to put the audience at ease and establish a rapport that demonstrates concern, openness, and a nonthreatening attitude. Thus, all of your strategies need to be thoughtfully selected and planned relative to the audience, as well as to the content. Finally, be up-front about your knowledge and your goal. You might say something like, “This is my first presentation. I'm a bit nervous, but I'm excited about this technique and wanted you to know about it.”

Adult learning principles should guide presentation strategies.² For example, adults learn only when they think they need to learn. These learners appreciate you asking their opinions, assembling their current knowledge, and respecting their time. If your presentation is a mandatory inservice, you may have to convince an adult audience that they can benefit from what you have to say. Adults like learning to center around realistic problems and situations in which they are involved, so that they are able to share experiences and solutions and relate to the presented material. Adults seem to prefer an informal learning environment, and they like to be recognized for their present achievements and level of knowledge. Both adults and children enjoy a variety of teaching methods and strategies as long as they are planned and purposeful. As learners, adults tend to be defensive, especially if they are evaluated or critiqued. Their fear of failure and criticism can cause great anxiety and inhibit learning. So make it fun, make it interactive, and make it valuable to them.

For adults, an interactive presentation involving discussion or demonstration may be more effective than traditional lecture. It is important to remember that adults have roughly a 15-minute attention span. To work around this, you must tell them the information you want them to learn, give them time to apply and experience it, and then check in with them to make sure that they have learned it every 15 minutes before moving on to new information.

One learning principle suggests that adults learn best by doing or when in a social environment. However, it takes some time and experience to learn how to use and facilitate interactive participation in groups. Group interaction can be quite a challenge if the topic under discussion is a controversial one. Although some speakers have a natural talent that makes the interactive session look effortless, most speakers must work to cultivate this skill. Think about pacing your talk in 15-minute increments, alternating instruction and participation, and you’ll be on your way to acquiring skills for facilitating interaction.

A creative presenter can also use simulations and gaming strategies to engage reluctant participants. Provide an icebreaker for the audience before you ask them to jump into your game plan. For instance, if you are teaching about safety concerns related to aging in place, you could open by showing slides of a home prior to modifications and offer a small prize to the first person who can identify 10 dangers. When using competitive games, randomly group participants as teams rather than as individuals to avoid the possible embarrassment of being singled out and lower perceived personal risk. Most adults respond positively to team games (remember to employ activity analysis to find the just-right risk), but they are more enthusiastic if there is a prize for the winning team. For example, an adapted can opener and 10 cans of soup in a basket to the winning department would be a suitable prize for a game that illustrates something about energy conservation and cooking. Or, if you’re on a strict budget, handouts of the recipe tied with seasonal ribbon or with a packet of herbal tea. Keep the skill level low (or people will hesitate to participate) but high enough so it’s a fun challenge. Don’t fall into the trap of letting the game become more important than the reason for using it!

Audiovisuals should be meaningful and appropriate to the presentation's content. They should be used moderately to explain or reinforce your points. Slides and transparencies should be uncluttered, colorful, and pleasing to the eye. The participants should not have to read copious small text from the slide while trying to listen to you. Remember to have a back-up plan in the event that the audiovisual supplements do not work in the event of a broken projector or other technology breakdowns.

Question and answer periods should be built into the presentation timeframe. A bibliography and a list of additional resources for the audience will further enhance your audience's learning experience. Include a few slides at the end entitled “additional material for your toolkit” listing facts, goals, and recipes for later access. Handouts indicate that you believe the topic is important and that you expect participants will want further information. The audience will also be impressed that you took the time and trouble to provide further resources.

Reading the Audience

Audiences can be classified into four categories: “Loves You,” “Thinks It's Impartial,” “Could Care Less,” and “Loves You Not.”³ An example of the “Loves You” group — the easiest audience to address — is the popular celebrity speaking to the group of fans. The celebrity's credibility and popularity are already established, and the fans love this person and have already bought into what is going to be said. The celebrity feels free to smile and gesture a lot. Lots of eye contact thrills the audience.

The “Thinks It's Impartial” audience is more of an intellectual group. They consider themselves to be calm and rational and able to handle whatever you deliver, so your delivery should mirror that intellectual curiosity. An even, controlled delivery style works well with these participants who prefer facts. Although they might wish to examine both sides of an issue and avoid controversy. This group does not want to be entertained, but it likes an opportunity for questions, answers, and discussion.

The “Could Care Less” audience is characterized by a short attention span. Simply stated, they don't want to be at your presentation. These folks may be just finishing or getting ready to work their shift. It might be helpful to acknowledge their displeasure and then move on quickly to the task at hand. This group wants to be entertained, so try to be dynamic and pleasing to look at. If these participants are going to respond at all, they will react to humorous anecdotes and clever audiovisuals. Avoid passing out reading materials and darkening the room. Move around and away from the podium, and keep your speech short and interesting. You should also consider circulating a short survey beforehand so you can speak directly to their concerns, or ask them what they want to hear from you, list their ideas, and refer to them throughout your presentation.

The most challenging audience is the “Loves You Not” group. You may feel open hostility and a desire on the part of this audience to take over and ridicule you. However, you must keep control of the presentation. You can do this by using a noncontroversial, orderly format, organizing your material chronologically, historically, or by topics. Present your information convincingly and calmly and avoid jocularity and problem-solving strategies. If possible, speak to this group after mealtime, late in the afternoon, early Monday morning, or late Friday afternoon, when the audience is least likely to challenge you. If you must present to a “Loves You Not” group on a late Friday afternoon, you have to have something special to make them want to stay: treats, the promise a handout at the end, a certificate for their department, or a coupon for a free dinner at a local restaurant. You need to set yourself up to win, or you’re going to be more miserable being there than your audience — they’ll see to it.

A Matter of Style

Each of us has a unique presentation style that has been developed over a lifetime. To find this, think about your therapeutic self. Are you more scientific? Warm? Funny? Use that to connect with your audience by playing to your strengths. While you cannot change your age, life experiences, or height, there are many things you can do to improve your performance and present a pleasing image to your audience. First, don't forget to practice. Successful speakers exude confidence, command of their material, and the ability to stay focused because they are prepared. Second, remember that audiences respond positively to neat, well-groomed, stylish speakers, so do pay attention to your appearance. Third, audiences also respond favorably to speakers who are animated and interesting. If you have special characteristics or talents, such as a high energy level or the ability to draw quick sketches or tell humorous anecdotes, use those skills to engage your group.

Beginning and Ending

When planning your presentation or inservice, choose a setting where there will be few, or no, interruptions and a time that is convenient for most. Announce the time frame of your presentation and be certain to begin and end on time. All speakers must respect time limitations, allowing the audience to keep their own schedules and commitments. When speakers run overtime, the audience may get restless, preoccupied, or angry.

The ending is as important as the beginning. As a speaker, never act as if you are relieved that the presentation is over. Remain upbeat, confident, and strong to the last word. When wrapping up the session, allow a few minutes to emphasize and summarize salient points, highlights, or conclusions. Consider a “Were you paying attention?” slide where that lists five or six questions for the audience to reiterate and reinforce your overall objectives. Consider tossing a small treat or gift to those who participate and answer to increase group willingness to interact with you. This is also the time to identify future projects and plans. Volunteer to stay after the presentation to speak with participants who may want further assistance and have other comments to make. Others in the audience will appreciate your sensitivity to their time constraints.

Polished presenters buff their skills by constantly speaking. You can strengthen your abilities by using small groups, such as the local parent-teachers association, local universities or community colleges, or the Rotary or Lions clubs, as public speaking venues.

These groups may be less threatening and more relaxed, and they are usually pleased to have speakers talk about healthcare and occupational science topics.

Colleagues can be helpful by providing honest critiques of your overall presentation. Videotaping is another tool for enhancing your skills; by taping a series of speeches, you'll be able to track the growth of your skills and confidence and the evolution of your delivery style. Through persistent and meticulous planning, preparation, practice, and attention to detail, you'll find that the quality of your presentation will increase. And along with a better presentation, you'll derive a wonderful sense of accomplishment and personal satisfaction. An remember what my mother always told me, “An expert is someone who lives in another town and carries a briefcase” so ultimately, being a new face in front of a group has power of its own. 

*Ten Can Soup: Open and place into a crock-pot two cans of chopped, seasoned tomatoes; two cans of chicken stock; and six cans of various beans and vegetables. This is a common, healthy meal used in many OT clinics during IADL treatment.