Making Effective Presentations

LifeLife-Long Skills
can be integrated in engineering

curricula!
Introduction to Presentation Skills

Fouad Khalaf
CHE+ MPM Departments

February 2010
Expectations?
Presentation Skills
Preparation of short
talks - slides - seminar
training - interviews
preparation
Convention of colors
Carry general meaning.
meaning.
Words in white
Yellow is used for general
& yellow
titles
What are the

contents you
expect?
Words in
green
For matters of education
Words in
cyan
For matters of training

Matters
Matters for
for both.
both. But
Word
Words in
usually education
mixed colors
precedes training
For a graduate
Professinal career can extend
over 35 to 40 years +
Seven (7) to eight (8) times
B.Sc. studies
KSA received in education are
not enough for lifelife-long
career.
.
career
What are the skills (and

topics) most needed for a
successful career?
A. Specialization Skills
Basic knowledge and
practices qualifying for
initiating a profession.
Generally B. Sc.
Knowledge is not
enough for industry.
Work & Life need more skills
Education cannot impart in

few years all necessary
skills for a successful
career that can extend over
more than 40 years after
graduation.
C. Management Skills
1. Time Management
2. Decision Making
3. Problem Solving
4. Planning
Planning,, Organizing
Organizing,,
5. Quali
ty Control
Quality
Control
6. Managing
Managing Change
Change
1.Physics
2.Mathematics
3.Mechanics
4.Statistics
5.Chemistry
+
Others basics for a professional
specialization
B. Complementary Topics
1. Economics,
Economics, Feasibility
2. Statistics & Data
Analysis
3. Observation
Observation Skills
Skills
4. Risk Assessm
ent
Assessment
D. Communication
1. Languages Skills:
Presentation
Presentation,, Writing,
Writing,
Speaking
Speaking,,
2. Reasoning,
Reasoning, investigative
investigative
skills
3. Negotiation
Negotiation Skills
Skills
4. Feedback
Feedback Skills
Skills
5. Listeni
ng
Listening
E. Personal Skills
1. Creativity
Creativity & Systems
Systems Thinking
2. Continuous
Continuous Improvement
Improvement
3. Analytical Skills
4. SelfSelf-learning
5. Wellness/Stress
Wellness/Stress Management
6. Personal
Personal Mastery
Mastery
7. Taking
Taking initiatives
initiatives
F. Social Skills
1.
2.
3.
4.
5.
6.
Teamwork
Teamwork and Group Skills
Environment
Environment Protection
Protection
General
General Social Skills
Skills
General
General Knowledge
Knowledge
Psychology
Psychology
Networking
Networking..
G. Basic Computer Skills

1. Word Processor
Processor
2. Spreads
heet
Spreadsheet
3. Graph
ics
Graphics
4. Datab
ase
Database
Role of
self-learning
is important
5. Basic Hardware
6. File Handling
Handling
Ethics
7. Protection Against
Against Viruses,
Viruses, .
Basics of Managing the Change
Change inputs to improve outputs

(performance)
output
Management
of
Change
When To Change
Change?
Change here
Incremental
change/unit input
Input, Time
It is never too late to start

ov
em
en
t
Thought change
is the way to CI
Continuous Improvement
style
output
to
output
co
nt
in
uo
us
im
pr
an
ce
d
ue
Pe
rfo
rm
Same life-style:
No change
1
Input
Input
EMS
Student
2
1
Educator
Topics
Fulfillment
of
the mission
Total quality is a systemic

process.
B o u
n d a
r ie s
Components of the Education System
Plan
Do
Total Quality
Check
Improve
feedback
Infrastructure
Support

What should we do?
.

Inject ingredients of the required skills

into work processes.
Professionals should insist on
excellence in every thing.
Professionals should be
multidisciplinary selfself-learner
personnel.
These skills can lead to quality work.
Seeking quality work helps build

these skills.
skills.
Effective
Presentations
Why?
Bo u
n d a
r y
Presentation is an example of
the communication system/process
system/process
Sender
Message
Objective
Channel
Receiver
Size (Duration), Form, Environment,

Time, Venue
Statement of the Problem

Professionals are expected to

effectively present the results
of their work, but many of
them do not.
not. They need to
know and practice the rules
of presentations.
presentations.
Approach
Discuss important
design rules.
Show examples.
Outline
Introduction, systems

approach to presentations
Sender:
ender: Speaker
Message:
essage: Topic
Code:
ode: Language
Visual aids
Receiver:
eceiver: Audience
Introduction
Communication Skills
Are not inherited
Are developable:
Plan
Can be learned
Check
2. Collect data about M.

3. Outline thoughts (of M)
4. Organize M into:
Introduction
Body
Conclusion.
Check
Plan
Check
Improve
The Process (2)
The Process (1)

Plan
Implement
Quality Presentation
Can be improved.
1. Define M.
Any presentation can be

a Total Quality Process
Implement
Improve
5. Check the plan (organized outline).

6. Develop the speech & VA.
7. Check.
8. Edit, improve.
9. Rehearse & deliver.
10. Get feedback.
11. Evaluate, Improve.
Plan
Check
Implement
Improve
Parts of the Presentation

Introduction
Body
Conclusion (s) [and

[and
Recommendations]
Recommendations]
Implement
Improve
Background, history
Definitions
Statement of problems,
Objectives, and scope

Thesis statement
Presentation of contents.
Represents 5 -10 percent.
Conclusion of the Topic

Contains
summary of results, future
impact and effects,
recommendations,
no details & introductory
elements.
Represents 55-10 percent.
Define elements of the
system
Define other details:
how to handle questions.

handouts, hardware,
venue.
Body of the Topic

Contains the bulk:
Methodology, data,
explanations, analyses,
justifications, proofs,
support, development,
arguments,
discussions,
discussions,, etc.
Presentation is an example of
the communication system
system
Bo u
n d a
r y
Introduction Shows
Sender
Message
Objective
Channel
Receiver
Size (Duration), Form, Environment,

Time, Venue
Element-1
Sender: Speaker
Receiver
Message
Channel
Speaker
Speakers credibility
depends on
Professionalism:
Degree of preparation
Topic mastery & judgment
Sharing audience concern
Language proficiency
The Speaker
Speakers Voice
Amplify your natural voice
Practice on how to emphasize
necessary words:
Professionals are expected

to effectively present the
results of their work. But
many of them do not.
not.
Dress
Consider culture.
Avoid distracters.
Speaker
Speakers Body Language
Effective use of
voice
hands & facial gestures
eyeeye-toto-eye contact
enunciation.
--------------------- Face the audience.
Move around the scene.
Timing
Finish early not late
Practice
Leave time for
questions, .
Media
Plan use of media, notes,
micro, pointer, hardware,

.
Element-2
Sender
Receiver: Audience
Message
Channel
The audience has a role

in the process.
listens
asks
gives feedback.
encourages.
Audience and speakers should

show good attitude.
M is an
Expansion of the
central thought:
thesis statement
(TS).
Consider the Audience

Collect data about:
age, education, culture
interests, expectations,
Element-3
Sender
Receiver
Message: Topic
Channel
TS is a short
Statement =
Topic +
Comment.
M develops
T or C
or
(T+ C).
An example
The topic
= the subject
Busy readers
read selectively.
selectively.
The comment
= the predicate
An example
The topic
= the subject
Smoking is hazardous to
health.
health.
Smoking is hazardous.
hazardous.
An example
The topic
= the subject
Effective presentations
follow quality
conventions.
conventions.
The comment = the predicate
The comment = the predicate
Element- 4
A necessary
condition:
The language must be
common between
Senders and
Receivers.
Sender
Receiver
Message
Channel: Language
Good Language
Is conventional
Is appropriate to R & M
Has effective sentences
and paragraphs
Is coherent.
Use of Upper and Lower Case

shows capitalization
shows sentences better
is effective in many cases.

WAR BETWEEN US AND IRAQ
WAR BETWEEN U.S. AND IRAK
WAR BETWEEN USA AND IRAQ
War Between US and Iraq
Which style to use?

There are two principal tools you can
use to write effective paragraphs: 1) a
good topic statement, and 2) an
appropriate pattern of organization.
THERE ARE TWO PRINCIPAL TOOLS
YOU CAN USE TO WRITE EFFECTIVE
PARAGRAPHS: 1) A GOOD TOPIC
STATEMENT, AND 2) AN
APPROPRIATE PATTERN OF
ORGANIZATION.
Watch parallelism in lists
A Good Presentation Is
Appropriate
Clarity
Preciseness
Should be live
Has good language
Writing Titles
Watch parallelism in lists
A good presentation should be:
appropriate
clear
precise
dynamic.
A good presentation is
appropriate, clear, precise, and
dynamic.
Remarks
?
Titles
Should be informative, brief,
and clear.
Should attract attention.
Two styles:
Technical, title type
Making Effective Presentation

Journalistic, sentence type
Making effective presentations
Writing Titles
Examples of Titles
1. Use of Heavy Water To Abate
Capitalize
Nouns, pronouns, adjectives,
verbs, prep. > 3, beginnings.
Do not capitalize
Prepositions < 3 letters: in, on
Articles: a, an, the.
2.
3.
4.
5.
6.
Sulfur in Geothermal Operations

Contribution to the Study of Dried
Milk on Sale in Seven Countries
Comparison of Major International
Petroleum Tax Systems
Analogy Between Risk and Safety
Does democracy lead to progress?
Democracy and Progress
Watch pronunciation
Pronunciation
object, predicate, indict, integer

Approximate, record, report (?)
Enough, dough, plough, plight,
ghoul, eight, laugh, height, fight
pump, bump, .
Pray, bray; park, bark
Sit, set, six, sex, French:
French: pain, bain;
bain;
il,
il, elle
You should not desert

your friend in the desert.
We project to finish the
project in time.
You shall present the
present.
present.
Minute, use, chaos, subject,
Pronunciation
American or British
English?
Lieutenant
Colonel
Pronunciation Blocks
Good will prevail.
prevail.
Goodwill prevails
prevails.
T h os
W a
t e le v
e w h
o
t c h
i s i on r ar e l y
T ho
s e w
ho
W a t
c
h
t e le
vi s i o
n
rarely
a d
r e
h .
u c
m
d
er a
h .
u c
Pronunciation
Pronunciation
two friends,
friends house
their house
friend X,
his house
friends house
Preamble
Analyze what you read.
Text Analysis
Plan what you write.
Look for relationships
between words.
An example!
Analyze this paragraph.
First Analysis
Unlike readers of the academic world,

most readers of the real world
world read
selectively: rather than thoroughly
digesting a piece of writing, they skimskimread most of it, skipping from one main
idea to another until they come to
something that particularly interests
them. Such readers are forced to read
this way.
Unlike readers of the academic world, most
readers of the real world

world read selectively:
rather than thoroughly digesting a piece of

4
writing, they skimskim-read most of it, skipping

6
from one main idea to another until they come

to something that particularly interests them.
7
Such readers are forced to read this way.
Has
7 parts: # 1
Unlike readers of the academic world
Part # 2 of
is a phrase

world
read selectively
has incomplete meaning
can stand by itself
cannot stand by itself
Part # 3 of
world read selectively
rather than thoroughly

digesting a piece of writing
is a phrase
Part # 5 of
rather than thoroughly digesting a piece of writing
they skimskim-read most of it
skipping from one main

idea to another
is a phrase
is a main clause
has a complete meaning
Part # 4 of

is a main clause
can stand by itself
has a complete meaning
Part # 6 of
skipping from one main idea to another
until they come to something

that particularly interests
them
has two subordinate clauses
has incomplete meaning.
Where is the central idea?
Part # 7 of
skipping from one main idea to another
until they come to something that particularly interests them
Such readers are forced to read

this way.
is a simple sentence
sentence
can stand by itself
Has a complete meaning.
Unlike readers of the academic

world,
world, most readers of the real
world
world read selectively: rather than
thoroughly digesting a piece of
writing,
writing, they skimskim-read most of it,
skipping from one main idea to
another until they come to somesomething that particularly interests them.
them.
Such readers are forced to read this
way.
Where is the central idea?

#1 #2 #3
Part
1. Unlike readers of the academic world
4
4
2. most readers of the real world

world
3. read selectively
They
skimskim-read most of it, skipping from one
main idea to another until they come to
somesome-thing that particularly interests
them.
them.
Such readers
are forced to read this way.
Total
2
5
1
15
1
1
Is there any change?
Most readers of the real world

world
read selectively. They skimskim-read
most of it, skipping from one
main idea to another until they
come to somesome-thing that
particularly interests them.
them. Such
readers are forced to read this
way.
21
Another example
The central idea has two parts
The topic
The comment
Most readers
Read
of the real
selectively
word
Which one to develop?
The two processes, speaking and writing,

writing, are not
identical.
identical. Writing is not simply speech written down on
paper. Learning to write is not just a natural extension
of learning to speak a language. We learned to speak
our first language at home without systematic
instruction; whereas, most of us had to be taught in
school how to write that same language. Many adult
native speakers of a language find writing difficult. A
speaker speaks to a listener who is right there,
nodding or frowning, or interrupting or questioning.
For the writer,
writer, the reader's response is either delayed
or nonexistent.
The writer has only that one chance to convey

information and be interesting and accurate enough to
hold the readers' attention. When one looks at these
differences and there are few more we can see that
the students will not just pickpick-up writing as they learn
other skills in classes. We have to teach them writing.
writing.
Suggest one title for the following

3 related paragraphs
Unlike readers of the academic world, most readers of the real
world
world read selectively: rather than thoroughly digesting a piece of
writing, they skimskim-read most of it, skipping from one main idea to
another until they come to something that particularly interests
them. Such readers are forced to read this way.
As a writer, therefore, you can do everything possible to ease this
this
kind of reader
readers burden; in particular, you should make your writing
easy to skimskim-read. One of the best ways to do this is to write a
good paragraph. What makes for a good paragraph in scientific,
technical writing? First of all, the good paragraph has unity:
focuses on a single idea or theme. Second, a good paragraph has
coherence, one sentence leads to the next in some kind of logical
logical
sequence. Finally, a good paragraph has adequate content: each
sentence contains appropriate details to support the main idea.
Readers expect to find these qualities in paragraphs, and you as a
writer should take care not to frustrate their expectations.
There are two principal tools you can use to invest paragraphs with
with
the qualities just described: 1) a good topic statement, and 2) an
appropriate pattern of organization.
Ways to Develop TS
Linear
systemic
General-to-specific
Specific-to-general
Chronological, process
Listing, cause-to-effect
Definition, exemplification
Comparison-contrast
Mixture of these
cyclic
Convergent
The central idea (CI) has two parts
The topic
The comment
is very
useful
Which one to develop?
XYZ project
Recapitulation
An effective presentations is a
quality process.
Planning a presentation should
include defining the central idea for
the message (thesis
(thesis statement).
statement).
XXXXXXXXX???????????
What about ways-to-begin?
Element- 4
Sender
Receiver
Message
Channel: Language
Visual Aids
Good Presentation
Visual Aids:
To Increase Retention
Is Words
+
Visuals Aids
Retention
50
40
30
20
10
0
> 60
%
20
Hear
40
See Hear & See
Visual Aids
Transparencies
Slides
Posters
Signs.
Designing
Visual Aids
CcEeGgF OG
fAaHh Cec
MmNn
Q
Size
eGEF
GQEC
Akkeehxcgsisnsgsjsaoah
Aldl;edwkqw
PHEs mission is to impart research skills

PHE

Select legible sizes.
Letter height
B R G C

Select size to show
small details
S mm = D m
S letter height on A4
Good vision
h
0.3o
A4
x5
600 h
Slide,
Datashow
Height on
A4
72
Arial
0.1o
200 h
Arial

A
a
D
receiver
MagniMagni- Size on screen Distance,

fication
m
24 A
40 A
14
AOECGF
24
aoec
Size
Times
20
5-6
5-6
5-6
5-6
5-6
5-6
24
28
36
44
48
S mm = D m
S letter height on A4
A4
Slide,
Datashow
x5
Distance, m
from screen
4
5- 6
6- 7
7- 8
8- 9
1010-15
Screen= 5xA4
5 mm
1 mm
A4
0.3o
200
1000

Color and Contrast
receiver
Contrast between
background & font colors

Presentation skills presentation skills presentation skills

Presentaion skills
Presentaion skills

Presentation
Presentation
Presentation
Presentation
Presentation
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
CcEeGgF
Making
Effective
Visual Aids
Making
Effective Visual
Aids
Making
Effective Visual
Aids
Making
Effective Visual
Aids
Fonts
Select legible fonts.

Presentation skills
Presentation Skills
Effective Visual Aids

Artful Touch
Think of Special
effects!
Other points
Be ready for emergency.

Premise: what if?
Time
Electricity
Hardware
Questions .
Presentation Is
a Communication System
Conclusions
B o u
n d a
r ie s
Sender
Message
Performance
Channel
Receiver
Objective, Size, VV-Aids,

Environment, Time, Duration, Venue
Consider presentation as
Implement
Plan
Improve
Check
Plan
Check
Implement
Improve
An i mati o n
Consider presentation as
Plan
Implement
Improve
Check
Color Contrast

Size

font
Thickness
" !
Compatible color and shading
. $" %*"
)( '
Conclusions
Be aware of basics.
Prepare well.
Use your strength.
Observe others.
Practice, Improve.
Thanks
for listening
and
showing interest.

Making Effective Presentations

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LifeLife-Long Skills

can be integrated in engineering

Introduction to Presentation Skills

CHE+ MPM Departments

What are the

For matters of education

For matters of training

Professinal career can extend

What are the skills (and

Work & Life need more skills

Education cannot impart in

G. Basic Computer Skills

Basics of Managing the Change

Change inputs to improve outputs

It is never too late to start

Total quality is a systemic

Components of the Education System

  

What should we do?

Inject ingredients of the required skills

Seeking quality work helps build

Size (Duration), Form, Environment,

Statement of the Problem

Professionals are expected to

2. Collect data about M.

The Process (2)

The Process (1)

Any presentation can be

5. Check the plan (organized outline).

Parts of the Presentation

Conclusion (s) [and

Objectives, and scope

Conclusion of the Topic

Define elements of the

how to handle questions.

Body of the Topic

Size (Duration), Form, Environment,

Amplify your natural voice

Practice on how to emphasize

Professionals are expected

micro, pointer, hardware,

The audience has a role

Audience and speakers should

Consider the Audience

The comment = the predicate

The comment = the predicate

Has effective sentences

Use of Upper and Lower Case

shows sentences better

is effective in many cases.

Which style to use?

Watch parallelism in lists

Has good language

Watch parallelism in lists

A good presentation should be:

Should be informative, brief,

Making Effective Presentation

Making effective presentations

1. Use of Heavy Water To Abate

Sulfur in Geothermal Operations

object, predicate, indict, integer

You should not desert

Minute, use, chaos, subject,

Plan what you write.