Often, what we say and what the other person has understood are different. Ask the student to explain the feedback you have given them so you can check they have clearly understood what you are trying to communicate.
This will help you avoid being subjective, evaluative, over-general and using ineffective comments like ‘good work’. Marking sheets and/or descriptors provide a frame of reference for both you and the student. You can talk about where the student is at using the descriptors rather than ‘good’ or ‘bad’. For formative assessment you can use a simple tick-box feedback sheet (see example 1 below); if the presentation is for summative assessment, then your school should provide you with descriptors (see example 2 below).
Be careful about giving student numerical feedback if you are preparing them for an assessment. For example, if you give them 15/20 during preparations but they only get 8/20 on the day, they may feel let down and unhappy. It is better to use comments, and students may be more likely to read the comments if there is no number/grade. However, if you are using numerical grades be very careful to match the scoring system in terms of strictness.
Comments:……………………………………………………………………………
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/20 |
Comments: _________________________________________________________________________________________________________________
Find positive feedback you can give the student. Has the presenter been original? Creative? Shown enthusiasm for their topic? Were the class very engaged with it? Have you learnt something new or changed your point of view?
In conclusion, feedback has an enormous impact on learning. Furthermore, presentation tasks are a common type of task in English language teaching. In order for students to take full advantage of the learning opportunity, they need to integrate the feedback we give them in order to improve their reflections. Effective feedback will help them to make these improvements in their presentation skills. Being able to give students that feedback is a big part of being an effective teacher. Find further tips in part 1 .
Don’t forget that you can get teaching tips, insights, and resources straight to your inbox when you create your free World of Better Learning account today.
The Australian Society for Evidence-Based Teaching. (n.d.) Feedback: The First Secret John Hattie Revealed. Retrieved from http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/how-to-give-effective-feedback-to-your-students/ Duke University Center for Instructional Technology. (2008). Giving Constructive feedback on presentations. Retrieved from https://learninginnovation.duke.edu/pdf/grad/constructive_feedback.pdf Hattie, J. (2009). Visible Learning: A synthesis of 800 meta-analysis relating to achievement . Routledge Hayton, T. (2011). Student presentations. Retrieved from https://www.teachingenglish.org.uk/article/student-presentations
Knowing how to give feedback on a presentation helps people become better presenters, sharpens their message, and gauges audience engagement ahead of time.
December 7, 2022
How many times have you been asked to give feedback on a presentation, and, while trying to organize your thoughts after hearing the presentation in real-time, found it hard to muster anything more than, "It's good"?
Or, you've taken the time to give thoughtful, nuanced advice on how a colleague can improve their presentation, only to find that you don't know exactly how to communicate it, or they don't know exactly how to implement it?
Any kind of creative feedback is difficult to conceptualize without the proper context, and that's doubly true for presentations, where you're often asked to listen to the presentation, absorb the information it's conveying, process your thoughts, and deliver a critique — all in real time. No one can give good feedback that way, but it's not the presenter's fault (or yours!). You just need a better feedback process.
Giving better presentation feedback requires examining two things:
Ready to learn how to improve them both? Let's get started.
Giving feedback on a presentation comes with several key benefits.
No one is born an effective presenter. It takes time, skill, and practice to build public speaking and communication skills to where you can knock a presentation out of the park — every time.
As the old adage goes, practice makes perfect. Giving practice presentations for feedback from trusted peers and colleagues gives you an opportunity to get more presenting time under your belt — with lower stakes.
And by giving effective, actionable feedback (more on that below) to a colleague, you help ensure their next presentation is even better, which can benefit your company or organization.
When it comes to getting the message exactly right in a presentation, self evaluation can really only go so far. Sometimes it takes another point of view (or several of them, from all across your organization) to collaborate and craft exactly what key points you want attendees to take away from a presentation. Giving feedback allows you to help refine and sharpen the message — and to work with others who are also giving feedback — until it's perfect.
One of the hardest things about giving a presentation is holding audience attention from the first slide until the last.
This is especially true for an oral presentation that doesn't have any audiovisual components. In this case, it's crucial to know if there are any points where audience members might be more prone to losing focus — like if your presentation gets a little too in the weeds.
Giving feedback allows you to put yourself in the audience's shoes. Try to see and hear the presentation from their perspective, and if there's any point where you feel your mind start to wander, make a note of it — that's a point where audience engagement may be at risk during the real thing.
It's important to note that not all feedback is good feedback.
Not all feedback provides a benefit to the person giving the presentation. It isn't all actionable. It isn't all relevant. It isn't all useful.
When feedback is bad, it's usually for one of two reasons.
Even when you have the best of intentions, you might still give bad feedback.
Some examples of poor quality feedback include:
It's also possible to have useful feedback to give to a presenter, but to lack an effective system for communicating it. This can be especially challenging when there are multiple people trying to give feedback on one presentation at the same time.
That's why bubbles is the best way to give feedback on a presentation.
The presenter can record their speech, including a video of their screen to capture a Powerpoint presentation or any other visual aid they plan to use. Then, colleagues who are giving feedback can do so by leaving their comments at the exact, time-stamped moment where their feedback applies — and they can give their critique in text, audio, or video. Anyone can respond to a comment within a thread that captures (and preserves) all the context of the conversation so far. This makes it easier for a group to give feedback collaboratively, and makes it possible for the presenter to refer back to feedback at any time.
Ready to give feedback that will turn a good presentation into a great one? The six tips below will help you give feedback that's effective and useful to the presenter, leaving them with clear takeaways they can use to level up their presentation. Let's get started.
When giving feedback, try to be as specific as possible. Rather than saying something like, "I thought the presentation was effective," tell the presenter exactly what was effective. For example, a better piece of feedback is: "The key takeaway from the fifth slide was clear and really resonated with me." It tells the presenter exactly what you thought worked, rather than a vague, catch-all compliment.
If you're having trouble being more specific with your feedback (like if you aren't sure how to articulate your advice), sometimes an example can help! In your bubble comment, use a snippet of your own presentation (or even a Ted Talk or other professional speaking event) to more clearly illustrate what you're asking the presenter to do or change.
When you leave comments on the presenter's bubble, be sure to time-stamp them to the exact part of the presentation where the feedback applies. This can help ensure that the presenter gets the most value from your feedback, and can see what you mean in the proper context.
Even if your feedback is as specific as possible, it won't help the presenter if there's nothing they can do about it. That's why the next tip is to give feedback that's actionable — that is, don't just tell the presenter what they should change, but tell them what steps they can take to improve.
For example, don't just say someone needs to work on their body language while presenting. Tell them, as specifically as possible, how their body language could be improved; for example, if they should make more eye contact with audience members or gesture more with their hands while speaking.
You can even take this a step further and explain why you made this suggestion. For example, this feedback might be something like, "I would suggest making an effort to make eye contact with more members of the audience. This will engage more people and hold their attention, while helping your speech sound more natural."
In the same vein as giving actionable feedback is making sure you're giving constructive feedback — that is, that your feedback is about things the presenter can control and change.
Constructive criticism can be difficult to do well. It requires pointing out ways a presenter can improve — sometimes ways that can feel personal to them as they're on the receiving end of the feedback. But if the feedback is truly constructive, it's better to give it than to sugarcoat your critique to spare a presenter's feelings. And if hurting the presenter's feelings is the goal for the feedback, it's definitely not constructive.
When giving feedback on a presentation, it can be easy to only focus on things you feel the presenter needs to improve. But it's just as important to give positive feedback that lets them know what they're doing well.
In fact, you might want to work even harder to find the positives than to point out places where the presenter can improve. In one study, conducted by academic Emily Heaphy and consultant Marcial Losada, team effectiveness was measured and compared with the ratio of positive and negative comments that team members made to one another. Heaphy and Losada found that in the most effective teams, the ratio was 5.6 — meaning those team members gave each other nearly six positive comments for every single negative one.
Medium performing teams averaged 1.9 positive comments for each negative one. And low performing teams were more negative than positive, with a 0.36 ratio (nearly three negative comments for every positive one).
The research shows that, as tempting as it may be to only point out ways a presenter can improve, it may help them even more to find as many positives as possible to go along with your constructive criticism.
This is another tip where you have a balance to strike. You should give feedback to the presenter quickly, but not so quickly that you don't have time to absorb their presentation and process your thoughts, first.
Giving feedback in real-time (for example, in a review meeting) can seem effective, since it gives the presenter a way of receiving feedback instantly. However, giving instant feedback isn't always ideal for the colleagues who are critiquing the presentation, who might give more helpful feedback if they have more time to gather their thoughts.
When you use bubbles to give feedback on a presentation, it allows everyone on the team to give feedback at their own pace. It also allows people to watch the presentation more than once, or go back through certain sections they'd like to revisit before giving feedback.
It also eliminates the need to schedule a meeting to deliver presentation feedback. Even if the presenter and people giving feedback are separated by time zones , they can watch the presentation and deliver feedback at times that are convenient for them — and the presenter can access (and action) that feedback whenever they're back online.
As everyone gives their feedback, they can collaborate in comment threads in the bubble. This allows everyone to see what's been said already, including all the context and nuance of the discussion, keeping everyone on the same page. The presenter can follow up with comments, and those giving feedback can watch the presentation more than once to give a few rounds of feedback.
This helps ensure that feedback is as comprehensive as possible, and that the presenter and everyone critiquing their presentation is able to focus on any key messages that come out of the feedback rounds — what changes are most impactful? What will really take this presentation to the next level?
Giving feedback on a presentation will be most effective when your entire team can work together, seamlessly, to give comprehensive feedback to the presenter. With bubbles, you can have that conversation together, with all the context necessary to craft the perfect presentation.
Get started today with bubbles' free Chrome extension and start working together, in context.
Use AI to record, transcribe, and summarize meetings into actions. Follow-up with text, screen, or voice comments instead of additional meetings.
Collaborate better with your team.
Get your point across using screen, video, and audio messages. Bubbles is free, and offers unlimited recordings with a click of a button.
Are you looking for the newest, most efficient way of recording a video on Mac without downloading or installing anything? Look no further than this guide, where you will be taken through a few simple steps to set you on your way to video recording heaven.
Feedback loops have the power to develop your business no end. By implementing positive and negative feedback loops, we can hone in on successful processes and make sure we reiterate systems dragging us down.
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The synergy between increasing mental health awareness, mindfulness, and effective intrapersonal assessment is something critical for our overall well-being and success. Here, you can learn practical strategies to balance these, boosting your personal and professional development.
You only get one shot at an AGM each year, so it’s crucial to make it count. In this guide, we’ll walk you through how to run a successful AGM, covering everything from key objectives to modern tools that can change your AGM game.
Learn the 6 tips to provide constructive and actionable feedback to employees and how to choose the best format to get the point through.
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Learn how to choose a topic, conduct research, create visuals, and deliver your presentation with confidence.
Raja Bothra
Building presentations
Hey there, fellow knowledge seekers!
Today, we're diving deep into the world of research presentations.
Whether you're a student gearing up for your undergraduate research showcase or a professional preparing for a crucial job interview, mastering the art of delivering an effective research presentation is a valuable skill.
A research presentation is a means to communicate your findings, insights, and discoveries to an audience, be it in a classroom, at a conference, or in a boardroom. It's your opportunity to showcase your expertise and share the results of your hard work.
Before we dive into the intricacies of creating a stellar research presentation, let's explore the underlying reasons that make these presentations indispensable. The purpose of a research presentation is not merely to present data but to serve as a powerful tool for communication and engagement.
Sharing knowledge
At its core, a research presentation is a conduit for sharing knowledge, disseminating your research findings, and illuminating the uncharted realms of your work. It's about taking the complex and making it comprehensible, even captivating.
Academic evaluation
In the realm of academia, research presentations play a pivotal role in the evaluation process. They are your platform to defend a dissertation or thesis with vigor and confidence. Moreover, they are your plea for research funding, where your passion and precision could tip the scales in your favor.
Professional communication
Beyond the academic sphere, research presentations find a home in the corporate world, such as job interview s. In these scenarios, your presentation serves as a bridge, connecting your ideas with potential employers. It's an opportunity to demonstrate not just your research skills but also your ability to communicate them effectively.
The bigger picture
Your research presentation is more than just slides and data; it's an embodiment of your dedication and expertise. It's a tool for persuading, inspiring, and inciting action. It's a gateway to engage, educate, and advocate, whether in academic circles, professional settings, or public platforms.
Regardless of the context, the core objectives of a research presentation remain constant:
Your research presentation is not merely a sequence of slides but a powerful tool for communication and connection. Whether you're in the academic realm, the corporate world, or the public sphere, your ability to convey your research clearly and engagingly is pivotal to your success. Remember, you're not just presenting data; you're sharing knowledge, engaging your audience, and advocating for a cause.
Research presentations are as diverse as the research itself, and the choice of presentation format is crucial. It depends on factors like the audience, the research's nature, and the specific goals of the presentation. Let's explore the myriad forms research presentations can take:
1. Oral presentations
2. Poster presentations
3. Online/webinar presentations
4. Thesis or dissertation defense: Researchers defend their doctoral or master's theses or dissertations before a committee. It involves explaining their research in-depth and responding to questions.
5. Ignite or pecha kucha presentations : These are fast-paced presentations where presenters use a fixed number of slides and limited time per slide to convey their research succinctly. It's a dynamic format that encourages clarity and conciseness.
6. Panel discussions: Researchers participate in a discussion alongside other experts, sharing their perspectives on a specific topic
or research area. These discussions provide a well-rounded view of the subject.
7. TED talks or public lectures: Researchers present their work to a general audience in an engaging and accessible manner. The focus is on making complex ideas understandable and captivating.
8. Corporate research presentations: Researchers may present their findings to colleagues, executives, or stakeholders in a business or industry setting. These presentations often have practical applications and implications for the company.
9. Pitch presentations: Researchers may need to pitch their research project to potential funders , collaborators, or sponsors. This format requires the ability to convey the research's value and potential impact effectively.
10. Media interviews: Researchers can present their work through interviews with journalists, on television, radio, podcasts, or in written articles. The challenge here is to convey complex ideas to a broad audience.
11. Educational workshops: These presentations occur in an educational context, where researchers teach others about a particular subject or research method. It's a way to transfer knowledge and skills effectively.
12. Research reports: These formal written reports communicate research findings and are presented in a document format. They are often used for thorough documentation and publication.
13. Interactive exhibits: Researchers create interactive exhibits at science centers or museums to engage the public with their research. It's about making research accessible and engaging to a wide audience.
14. Government or policy briefings: Researchers may present their work to policymakers, helping to inform decision-making. These presentations have a direct impact on policy and require clarity and relevance.
15. Peer review: In the academic realm, researchers present their work to a group of peers for constructive feedback before formal publication. It's an essential step in ensuring the quality and validity of research.
In the world of research presentations, adaptability is key. Researchers often need to tailor their content and style to suit the context and meet the expectations of their audience. Remember, the choice of presentation type should align with your goals and the nature of your research. Each format has its unique strengths and is a valuable tool for sharing knowledge, engaging your audience, and achieving your research objectives.
A research presentation is not just a random assortment of slides; it's a meticulously crafted narrative that informs, engages, and inspires. Regardless of the type of presentation you opt for, there are some indispensable components to consider:
Introduction: Your presentation journey begins with the introduction—a compelling opening act. This is where you introduce your topic, explain its significance, and clearly state your research question or hypothesis. Think of it as setting the stage for the story you're about to tell.
Background: The background section is your opportunity to equip your audience with the necessary context to grasp the intricacies of your research. This may encompass discussions on relevant theories, prior research, and fundamental concepts that lay the foundation for your work. It's about ensuring your audience starts on the same page.
Methodology: This section provides an insight into the "how" of your research. Share the methods you employed in conducting your research, such as data collection techniques, sampling procedures, and your chosen methods of analysis. It's a backstage pass to the mechanics of your study.
Results: With the methodology unveiled, it's time to present the star of the show—your findings. This section is where you shine a spotlight on your results, delivering them in a clear and concise manner. Visual aids, such as tables, graphs, and other visuals, can be invaluable allies in communicating your results effectively.
Discussion: As you transition from presenting results, you enter the realm of interpretation and discussion. Here, you dissect your findings, analyzing their implications and discussing their real-world significance. Don't forget to address the limitations of your study and suggest future research directions.
Conclusion: In the grand finale of your presentation, it's time to bring the pieces together. Summarize your main points, reiterate the importance of your research, and leave your audience with a lasting impression. A compelling conclusion can be the key to a memorable presentation.
Q&A session: Your presentation isn't just a monologue; it's a dialogue with your audience. Provide an opportunity for engagement and clarification through a Q&A session. Allow your audience to ask questions, offer feedback, and explore the nuances of your research.
Contact information: Consider including a slide with your contact information. This way, curious audience members can reach out to you with questions, feedback, or collaboration opportunities. It's a subtle but essential way to maintain the conversation beyond the presentation.
It's important to note that the specific content and length of your research presentation may vary based on your audience and time constraints. For instance, if your audience is general and diverse, dedicating more time to background and discussion can enhance comprehension. On the other hand, when presenting to experts in your field, you can streamline these sections and focus on the intricate details of your methodology and results.
Crafting an effective research presentation is akin to weaving a compelling narrative. It's about captivating your audience while imparting knowledge. Here's a step-by-step guide on how to structure a presentation that leaves a lasting impression:
Title slide : Your presentation begins with the title slide, your first impression. Include the title of your presentation, your name, affiliation, and the date. This slide sets the stage for your audience, providing essential information about what they are about to learn.
Introduction : The introduction is your opportunity to grab your audience's attention and set the stage for your presentation. Start with a hook, like a thought-provoking question, a surprising fact, or even a touch of humor if it fits naturally. Additionally, in the introduction, provide background and context for your research, clearly state your research question or objectives, and explain why your research is important or relevant.
Literature review : In this section, briefly summarize key research in your field related to your topic. Highlight gaps or areas where your research contributes. If relevant, mention theories or models that underpin your work, demonstrating your understanding of the existing body of knowledge.
Methodology : Explain the nuts and bolts of your research methods. Share the methods you used, whether they were surveys, experiments, case studies, or any other approach. Include details of data collection procedures, sample size, and data analysis techniques. If ethical considerations played a role, mention them here.
Data presentation : This is where you unveil your research findings using visuals like charts, graphs, and tables. Make sure to explain the significance of each visual and its relation to your research question, using clear and concise labels for data points. Highlight key results or trends that are critical to your narrative, making it easier for your audience to grasp the key takeaways.
Discussion : Interpret the data and discuss its implications. This section should explain how your findings relate to your research question or objectives. Address any limitations or potential sources of bias and offer insights into the broader implications and practical applications of your research. It's a critical part where you demonstrate your analytical skills and the value of your work.
Conclusion : In the grand finale of your presentation, summarize the main points and reiterate the significance of your research and its contribution to the field. Suggest potential areas for future research, inviting your audience to continue the journey and emphasizing the continuity of the research.
Q&A session : Now, it's time to engage your audience. Invite questions and be prepared to provide detailed answers and clarify any doubts. This interaction adds depth to your presentation and ensures your audience's comprehension.
References : Include a list of all the sources you cited during your presentation. This shows your commitment to sound research practices and allows your audience to delve deeper into the literature if they wish.
Acknowledgments (if necessary) : If your research received support from funding sources, collaborators, or institutions, acknowledge them at this point. Gratitude goes a long way in the academic community, and it's essential to recognize those who contributed to your work.
Additional Tips:
Delivering a successful research presentation is crucial for conveying your findings and insights effectively. Here are some do's and don'ts to keep in mind:
1. how can i create a research presentation that stands out.
When creating your research presentation, consider using prezent, powerpoint presentation or other presentation software to help you prepare a visually appealing presentation. Utilizing presentation templates can provide you with a professional and organized look. Try to include appropriate graphics that enhance your content and help you avoid using too much text. Remember that the purpose of your presentation is to present your research in a way that your audience can follow, so use different fonts, but make sure to keep font size and style consistent for headings and content.
A rule of thumb for creating a research presentation is to aim for approximately one to five minutes per slide. For a 15-minute presentation, you might have around 15 to 75 slides. However, the number of slides can vary depending on your content. Avoid using too much detail, and keep it simple to maintain your audience's engagement.
You don't need to provide a handout as part of your research presentation, but it can be a helpful addition. Including a handout can help your audience take notes and refer back to important things you've discussed. Be sure to include your name and contact details on the handout so that your audience knows how to reach you.
When giving an in-person presentation, it's essential to use a projector and present your research paper slowly and clearly. Make sure the audience can see the content from a few feet away, and use sans-serif fonts, such as Arial, for better contrast and readability. Remember not to read word for word from your presentation slides; instead, use them as a guide. Also, be prepared to answer questions as you go and engage with your audience.
To make your research presentation suitable for a symposium in the social sciences or any specific field, first, decide whether your audience needs a more technical or general overview of your work. Adapt the content and the appropriate graphics accordingly. Use a table of contents to help guide your presentation, and present your research in a manner that aligns with the expectations of the audience in your field. Make sure your presentation design and content are tailored to your audience and the nature of the symposium.
Creating a compelling research presentation is an essential skill for academics and professionals alike. Prezent, a powerful communication success platform, offers an innovative solution for crafting engaging and brand-compliant research presentations. With Prezent, you can save valuable time and streamline your presentation creation process. The platform's AI presentation tool combines audience preferences, personalized fingerprints, and a presentation builder to help you deliver impactful research findings.
One of the standout features of Prezent is its emphasis on brand-approved design. The platform allows you to maintain consistency with your corporate brand and marketing team's guidelines. You can access over 35,000 slides in your company's approved design, ensuring that your research presentation is always on-brand.
To further enhance your research presentation experience, Prezent offers professional services such as overnight services and dedicated presentation specialists. These services can help you refine your content, convert meeting notes into polished presentations, and brainstorm design ideas. With a strong commitment to enterprise-grade security, Prezent ensures the safety of your data through independent third-party assurance.
Ready to supercharge your research presentations? Try our free trial or book a demo today with Prezent!
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In each case, the person is looking to you to provide feedback. In this chapter, you will learn about how to assess the feedback situation, how to offer constructive criticism, and how to graciously receive criticism. Let’s start with how to ask for feedback and listen graciously.
When you ask for feedback from others, receive their feedback as a gift. Someone is taking their time and giving it to you; someone is putting themselves out there and saying things that might cause discomfort, but they are doing it for you. Individuals vary on how they receive feedback and how comfortable they are with being evaluated.
Allison Shapira of Global Speaking suggests you do a self-evaluation after each speech:
Write these down and keep this on file for the next time you give a speech.
There will be times when others look to you to read over their speech or listen to them practice and then give them constructive criticism. Constructive criticism is made up of two words: constructive–the building of something, and criticism–the giving of a critique. So constructive criticism is critiquing with the intention of building something. When we give others constructive criticism, our goal should be to help build them to be better speakers.
Reagel and Reagle came up with a creative way to remember the goal of feedback, it should HELP : Help the speaker improve Encourage another speech Lift self-esteem Provide useful recommendations
One way to give constructive criticism is to use the sandwich method. Say something positive, give feedback about something they can work on to improve, and then say something positive. This way, the first and last words out of your mouth are positive.
Ask honest questions that can help lead them to solutions or ask questions to soften the sound of negative feedback: “What did you mean by…” “Have you considered? ” “Have you thought about…?” “When you said… did you really mean?”
For example: “Have you considered the impact of showing such a gruesome photo on your slide?” “Have you considered starting with a quote? ” “Have you thought about whether the people in the back will be able to see your poster?” “Have you thought about using a microphone so everyone can hear you?”
In her video, called “The Secret to giving Great Feedback”, LeeAnn Renninger refers to a 4 Step “Feedback Formula”.
Watch The secret to giving great feedback | The Way We Work, a TED series on YouTube (0 mins)
Video source: TED. (2020, Feb 10). The secret to giving great feedback – The Way We Work, a TED series. Leanne Renninger. [Video]. YouTube. https://youtu.be/wtl5UrrgU8c
In our college class, we will focus on steps 2 & 3.
By providing data points as well as impact statements, your peer critiques will be clear, specific, and provide your classmate with something they can actually use to work on to improve!
Source: Except where otherwise noted, “Beyond the Sandwich: Data Points and Impact Statements” by Amanda Quibell is licensed under CC BY-NC 4.0.
It is no surprise that people give and receive feedback differently. One person might take a feedback statement and be grateful for the corrections while the next person might take it as a complete insult. Below, you’ll learn about some of the most common differences.
Psychology researcher Mark Snyder identified people as being either high self-monitors or low self-monitors. High self-monitors typically try to fit in and play the role according to the context. They are about image, and they are motivated to fit in with their peers. They like to know what is expected, so they can adapt to the situation. Giving them useful feedback may mean pointing out how they can make changes in their message to meet the audience’s expectations. When giving feedback to high self-monitors, focus the feedback on how they can elevate their credibility in the eyes of the audience.
On the other hand, low self-monitors tend to be motivated to act based on their inner beliefs and values. They are motivated to be true to their sense of self and to above all– be genuine. When giving low self-monitors feedback, encourage them to be the best speaker they can be while being true to themselves. Focus on giving them feedback in a way that encourages them to harness their unique talents.
While you may not know exactly whether they are high or low self-monitor, you likely have some idea of what motivates them. The more you can tailor your feedback to them, the more likely it is they will hear what you are saying. If you are curious about your type, you can take the quiz. You can have the person giving you feedback take the quiz as well. This can be a helpful exercise to think about how you give and receive feedback.
Take the high and low self-monitor quiz to find out your type
When you know your sickness You’re halfway cured. French saying
In the book, The Culture Map, a Dutch businessman is quoted as saying. “It is all a lot of hogwash. All that positive feedback just strikes us in the face and not in the least bit motivating.” People from different cultural groups have different feedback norms. As our society grows increasingly diverse, it is important to learn not just how to give good feedback, but to give feedback that demonstrates an awareness of how different cultures give and receive feedback.
Erin Meyer does international training to help business professionals understand differences and similarities and how to bridge the gap:
Managers in different parts of the world are conditioned to give feedback in drastically different ways. The Chinese manager learns never to criticize a colleague openly or in front of others, while the Dutch managers learns always to be honest and to give the message straight. Americans are trained to wrap positive messages around negative ones, while the French are trained to criticize passionately and provide positive feedback sparingly. Having a clear understanding of these differences and strategies for navigating them is crucial for leaders of cross-cultural teams. Erin Meyer, The Culture Map
Meyers identifies cultures as Upgraders and Downgraders. Upgraders use words or phrases to make negative feedback feel stronger. An upgrader might say, “this is absolutely inappropriate.” As you read this, see if you identify more as an upgrader or downgrader.
By contrast, downgraders use words to soften the criticism. A downgrader might say, “We are not quite there yet” or “This is just my opinion, but…”
When giving and receiving feedback across cultures, it is helpful to be aware of these differences so you can “hear” what they are really saying. Take for example this statement as a Dutch person complains about how Americans give feedback.
The problem is that we cant’ tell when the feedback is supposed to register to us as excellent, ok, or really poor. For a Dutchman, the word “excellent” is saved for a rare occasion and “okay” is…well, neutral. But with the Americans, the grid is different. “Excellent” is used all the time, “Okay” seems to mean, “not okay.” “Good” is only a mild complement. And when the message was intended to be bad, you can pretty much assume that, if an American is speaking and the listner is Dutch, the real meaning of the message will be lost all together. Erin Meyer, The Culture Map.
Nannette Ripmeester, Director of Expertise in Labour Mobility, illustrates these differences to her clients with a chart. This chart shows the differences between what the British say, what they mean, and what the Dutch understand. This is a condensed version of her list.
Very interesting | I don’t like it | They are impressed.
|
Perhaps you would think about… I would suggest… | This is an order. Do it or be prepared to justify yourself | Think about this idea and do it if you like it.
|
Please think about that some more | It’s a bad idea. Don’t do it. | It’s a good idea, keep developing it.
|
I would suggest | Do it as I want you to | An open suggestion
|
An issue that worries me slightly | A great worry | A minor issue
|
A few issues that need to be addressed | A whole lot needs to be changed | 2-3 issues need rewriting
|
Chances are as you read this list, you identified yourself in some of the statements and identified someone you know who is in the other list. Hopefully, this made you think about how personal style can be as different as cultural style. The big idea here is when you are giving and receiving feedback, it can be helpful to try to identify their communication style and adjust accordingly.
As you already know, whenever you critique someone’s work, there is a potential to hurt their feelings. There are many factors that influence whether the feedback is helpful or hurtful. In communication, we use the term “face” to mean the sense of self a person projects. People can “take face” by creating a situation where someone looks bad to others or people can “lose face” by doing something that diminishes them in the eyes of others. Optimally, we want people to feel like they “gain-face” and feel encouraged. The way that you give feedback as well as the person’s natural tendencies will influence how “face” is affected.
When giving feedback, you should think about how your feedback takes or gives face. You also need to consider what is at stake for the other person. Is this a small speech assignment or is it a career-defining presentation? In addition, critiquing someone privately vs critiquing someone in front of their boss will have different “face” outcomes.
How much you are willing to “take face” from someone may depend on the importance of the feedback. You will likely want to provide more suggestions for someone who is doing a career speech to get their dream job vs that same person doing a college speech worth minimal points. You will likely be more invested in helping a friend polish a speech to make it just right as opposed to someone you barely know.
Finally, the other thing influencing feedback is the power difference between people. You will likely give feedback differently to your little sister than you would to your boss. The status of the individuals and how important power is to them will impact how “face” is taken and given. For example, a high-power country like China would consider an open critique of a teacher, boss, or elder a huge insult, whereas someone from a low-power country, would be less offended. In any situation, you will be negotiating power, context, and the need to save face.
Taking all these factors into account, Brown and Levinson created Politeness Theory as a way to explain the different ways we give feedback to save face.
Bald on Record: This type of feedback is very direct without concern for the person’s esteem face. This type of feedback is usually given if there is a small fix the speaker would feel strongly about.
Examples of bald on record feedback:
Positive Politeness: In this type of feedback, you would build up the face or esteem of the other person. You would make them feel good before you make any suggestions. (It looks a lot like the sandwich method, hunh?)
Examples of positive politeness feedback:
Negative Politeness: The name of this type of feedback is a little misleading. It doesn’t mean you are negative. It means you acknowledge that getting feedback may make them feel negative. You would say things that acknowledge their discomfort. You might minimize the criticism so it doesn’t make them feel bad or find other ways to soften the blow of criticism.
Examples of negative politeness feedback:
Off Record: When you give feedback that is off the record, you are hinting vaguely that they should make a change.
Examples of off the record feedback.
Avoidance: Some people are afraid of giving feedback so they will avoid the situation altogether.
Perform the three r’s.
From Westside Toastmasters
When you are listening to someone speak, you are giving constant nonverbal feedback. Are you leaning forward listening intently or are you leaned back picking at your fingernails? The way you listen lets the speaker know that you value them and what they are saying. It can be reassuring to the speaker to have people who are in the audience smiling and nodding.
Try this little experiment: If you have a speaker who is average or boring, lean in and listen intently. Don’t be insincere and cheesy, but rather try to be an earnest listener. You will find that when the speaker notices you paying attention, they will usually become less monotone and more engaging. The speaker affects the audience, and the audience affects the speaker.
Appoint someone to be your speech buddy who will give you signals and alert you during your speech, for example: to speak louder or to check your microphone. If you know that you tend to pace, lean on the podium, or say um’s, have them give you the signal.
Courage is what it takes to stand up and speak. Courage is also what it takes to sit down and listen. Winston Churchill Former Prime Ministre of the United Kingdom
Remember This!
Except where otherwise noted, this chapter is adapted from “Giving and Receiving Feedback: It is Harder Than You Think ” In Advanced Public Speaking by Lynn Meade, licensed under CC BY 4.0 .
Brown, P., & Levinson, S. (1978). Universals in Language Usage: Politeness Phenomena. In E. Goody (Ed.), Questions and Politeness: Strategies in Social Interaction (pp. 56-310). Cambridge University Press.
Churchhill Central: Life and words of Sir Winston Churchill. https://www.churchillcentral.com/
Gonzales, M. (2017). How to get feedback on speeches. Global Public Speaking. https://www.globalpublicspeaking.com/get-feedback-speeches/
King, P. E., & Young, M. J. (2002). An information processing perspective on the efficacy of instructional feedback. American Communication Journal, 5 http://ac-journal.org/journal/vol5/iss2/articles/feedback.htm
King, P. E., Young, M. J., & Behnke, R. R. (2000). Public speaking performance improvement as a function of information processing in immediate and delayed feedback interventions. Communication Education, 49, 365–374. https://doi.org/10.1080/03634520009379224
Mehra, A., Kilduff, M. & Brass, D.J. (2001). The social networks of high and low self-monitors Implications for workplace performance. Administrative Science Quarterly, 46 (1), 121-146. https://doi.org/10.2307/2667127
Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs. https://erinmeyer.com/books/the-culture-map/
Meyer, E. (2014). How to say “This is Crap” in different cultures. Harvard Business Review. https://hbr.org/2014/02/how-to-say-this-is-crap-in-different-cultures
Reagle, J.M. & Reagle, J.M. (2015). Reading the comments: Likers, haters, and manipulators at the bottom of the web . MIT Press. https://readingthecomments.mitpress.mit.edu/
Ripmeester, N. Rottier, B., & Bush, A. (2010). Separated by a common translation? How the Brits and the Dutch communicate. Pediatric Pulmonology. 46( 4). 409-411. https://doi.org/10.1002/ppul.21380
Ripmeester, N. (2015). We all speak English, don’t we? https://www.linkedin.com/pulse/we-all-speak-english-dont-nannette-ripmeester/
Smith, C.D. & King, P.E. (2007). Student feedback sensitivity and the efficacy of feedback interventions in public speaking performance improvement. Communication Education 53 (3). https://doi.org/10.1080/0363452042000265152
Snyder, M. (1974). Self-monitoring of expressive behavior. Journal of Personality and Social Psychology. 30 (4), 526-537. http://www.communicationcache.com/uploads/1/0/8/8/10887248/self-monitoring_of_expressive_behavior.pdf
Toastmasters International. (2017). Giving effective feedback. https://www.toastmasters.org/resources/giving-effective-feedback
Dynamic Presentations Copyright © 2022 by Amanda Quibell is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.
Research Voyage
Research Tips and Infromation
The evolution of my presentation skills, what is there in this post for you, research presentation tip #1: start confidently, research presentation tip #2: eye to eye contact with the audience, research presentation tip #3: welcome your audience, research presentation tip #4: adjust your voice.
Research presentation tip #8: facts and statistics.
Research presentation tip #11: begin with a video, research presentation tip #12: avoid using filler words, side benefits of giving great research presentations, how should i dress for my invited talk at a research conference, can i share my conference presentation slides after my talk with the audience, shall i entertain questions in between my presentation as an invited speaker to a research conference, can you give some tips for a successful q&a session:.
In this blog post, I’ll be sharing with you some invaluable tips for delivering an effective research presentation, drawn from my own journey through academia. These tips are not just theoretical; they’re the result of my own experiences and the guidance I received along the way.
When I first embarked on my PhD journey, the prospect of presenting my research to an audience filled me with a mixture of excitement and apprehension. Like many researchers, I was eager to share my findings and insights, but I lacked the confidence and experience to do so effectively.
It wasn’t until I had been immersed in my research for nearly a year, clarifying my domain, objectives, and problem statements, that I was presented with an opportunity to speak about my work. However, despite my preparation, I found myself struggling to convey my ideas with clarity and confidence.
Fortunately, I was not alone in this journey. At the event where I was scheduled to present my research, there was another presenter—an experienced professor—who took notice of my nerves and offered his guidance. He generously shared with me a set of tips that would not only improve my presentation that day but also become the foundation for my future presentations.
As I incorporated these tips into my presentations, I noticed a remarkable improvement in my ability to engage and inform my audience. Each tip—from starting confidently to utilizing storytelling and incorporating facts and statistics—contributed to a more polished and impactful presentation style.
As an invited speaker, delivering an effective research presentation is essential to engage and inform your audience. A well-crafted presentation can help you communicate your research findings, ideas, and insights in a clear, concise, and engaging manner.
However, many presenters face challenges when it comes to delivering a successful presentation. Some of these challenges include nervousness, lack of confidence, and difficulty connecting with the audience.
In this article, we will discuss tips to help you make an effective research presentation as an invited speaker. We will cover strategies to prepare for your presentation, ways to deliver your presentation with confidence and impact, and common mistakes to avoid.
By following these tips, you can improve your presentation skills and create a compelling and engaging talk that resonates with your audience.
Starting your presentation confidently is essential as it sets the tone for the rest of your presentation. It will help you grab your audience’s attention and make them more receptive to your message. Here are a few ways you can start confidently.
By following these steps, you’ll be able to start your research presentation confidently, establish your credibility and expertise, and create interest in your topic.
Speaking confidently as an invited speaker can be a daunting task, but there are ways to prepare and feel more confident. One such way is through practising yoga. Yoga is a great tool for reducing stress and anxiety, which can be major barriers to confident public speaking.
By practising yoga, you can learn to control your breathing, calm your mind, and increase your focus and concentration. All of these skills can help you feel more centred and confident when it’s time to give your presentation.
If you’re interested in learning more about the benefits of yoga, check out our blog post on the subject YOGA: The Ultimate Productivity Hack for Ph.D. Research Scholars and Researchers .
If you’re ready to dive deeper and start your own yoga practice, be sure to download my e-book on :
Unlock Your Research Potential Through Yoga: A Research Scholar’s Companion
A large number of audiences in the presentation hall make you feel jittery and lose your confidence in no time. This happens because you are seeing many of the audience for the first time and you don’t know their background and their knowledge of the subject in which you are presenting.
The best way to overcome this fear is to go and attack the fear itself. That is come at least 10-15 minutes early to the conference room and start interacting with the people over there. This short span of connectivity with a few of the audience will release your tension.
When you occupy the stage for presenting, the first thing you need to do is gaze around the room, establish one-to-one eye contact, and give a confident smile to your audience whom you had just met before the start of the presentation.
Just gazing around the presentation hall will make you feel connected to everyone in the hall. Internally within your mind choose one of the audience and turn towards him/her make eye contact and deliver a few sentences, then proceed to the next audience and repeat the same set of steps.
This will make everyone in the room feel that you are talking directly to them. Make the audience feel that you are engaging with them personally for this topic, which makes them invest fully in your topic.
The third tip for making an effective research presentation is to welcome your audience. This means taking a few minutes to greet your audience, introduce yourself, and set the tone for your presentation. Here are a few ways you can welcome your audience:
Here are a few examples of how you can welcome your audience:
Overall, welcoming your audience is an important aspect of delivering an effective research presentation. It helps you establish a connection with your audience, set the tone for your presentation, and keep your audience engaged throughout your presentation.
In my earlier days of presentations, I just used to go on stage and start my presentations without greeting anyone. Later I learned stage etiquette with the help of my fellow research scholars and underwent professional etiquette courses .
The fourth tip for making an effective research presentation is to adjust your voice. This means using your voice effectively to convey your message and engage your audience. Here are a few ways you can adjust your voice during your research presentation:
Here are a few examples of how you can adjust your voice during your research presentation:
Overall, adjusting your voice is an important aspect of delivering an effective research presentation. It helps you convey your message clearly, engage your audience, and keep their attention throughout your presentation.
Many researchers are less talkative and speak with a very low voice and this makes their concepts unheard by other researchers. To overcome this drawback, they go for vocal coaching to improve their voice modulation.
The fifth tip for making an effective research presentation is to memorize your opening line. This means having a powerful and memorable opening line that will grab your audience’s attention and set the tone for your presentation. Here are a few ways you can create a memorable opening line:
Once you’ve created a memorable opening line, it’s important to memorize it so that you can deliver it confidently and without hesitation. Here are a few examples of powerful opening lines:
Overall, memorizing your opening line is an important aspect of delivering an effective research presentation. It helps you grab your audience’s attention, set the tone for your presentation, and establish your credibility as a speaker.
Remembering the concepts at the right time and in the right sequence is critical for every researcher. Few of my research scholars face the problem of forgetting everything once they reach the stage for presentation. To overcome this difficulty I gift them with one of my favourite books on improving memory power: “Limitless by Jim Quick” . This book has changed many lives. You can also try.
The sixth tip for making an effective research presentation is to use specific phrases that encourage your audience to think, imagine, and engage with your presentation. Here are a few examples of phrases you can use to encourage your audience to engage with your presentation:
By using these phrases, you can encourage your audience to actively engage with your presentation and think more deeply about your research. Here are a few examples of how you might incorporate these phrases into your presentation:
Overall, using phrases that encourage your audience to think and engage with your presentation is an effective way to make your research presentation more impactful and memorable.
The seventh tip for making an effective research presentation is to incorporate storytelling into your presentation. Storytelling is a powerful way to connect with your audience, illustrate your points, and make your research more engaging and memorable.
People love stories, but your story has to be relevant to your research. You can craft a story about an experience you had and tell how you could able to define your research problem based on the experience you had. This makes your presentation both interesting and incorporates information about the work you are carrying out.
Storytelling or sharing your own experience is the best way to connect with your audience. Many researchers use this technique and it remains one of the most critical pieces to becoming an effective presenter.
Here are a few examples of how you can incorporate storytelling into your presentation:
By incorporating storytelling into your presentation, you can help your audience connect with your research on a more personal level and make your presentation more memorable. Here are a few examples of how you might incorporate storytelling into your presentation:
In these examples, the speaker is using storytelling to help the audience understand the real-world impact of their research in a relatable way. By framing the research in terms of a relatable scenario, the speaker is able to engage the audience and make the research feel more relevant to their lives. Additionally, by highlighting the practical applications of the research, the speaker is able to demonstrate the value of the research in a tangible way.
Here I recommend without any second thought “ Storytelling with Data: A Data Visualization Guide for Business Professionals ” by Cole Nussbaumer Knaflic. This is one of the powerful techniques to showcase data in the form of graphs and charts.
The eighth tip for making an effective research presentation is to incorporate facts and statistics into your presentation. Facts and statistics can help you communicate the significance of your research and make it more compelling to your audience.
Make your audience curious about your topic with a fact they didn’t know. Explaining the importance of your topic to your audience is essential. Showcasing data and statistics to prove a point remains a critical strategy not just at the beginning but also throughout. Statistics can be mind-numbing but if there is some compelling information that can help further the conversation.
Here are a few examples of how you might use facts and statistics in your research presentation:
Here’s an example of how you might use facts and statistics in a research presentation:
“Did you know that over 80% of internet users own a smartphone? That’s a staggering number when you think about it. And with the rise of mobile devices, it’s more important than ever for businesses to have a mobile-friendly website. That’s where my research comes in.
By analyzing user behaviour and website performance data, I’ve identified the key factors that make a website mobile-friendly. And the results are clear: mobile-friendly websites perform better in search engine rankings, have lower bounce rates, and are more likely to convert visitors into customers. By implementing the recommendations from my research, businesses can improve their online presence and reach more customers than ever before.”
In this example, the speaker is using statistics to provide context for their research (the high prevalence of smartphone ownership) and to support their argument (that businesses need to have mobile-friendly websites).
By emphasizing the benefits of mobile-friendly websites (better search engine rankings, lower bounce rates, and higher conversion rates), the speaker is able to make the research more compelling to their audience. Finally, by using concrete examples (implementing the recommendations from the research), the speaker is able to make the research feel actionable and relevant to the audience.
In my blog posts on the benefits of using graphs and tables in research presentations, I have presented different ways that these tools can enhance the impact and effectiveness of your research presentation. By incorporating graphs and tables, you can help your audience to engage more deeply with your research and better grasp the significance of your findings. To learn more about the benefits of using graphs and tables in research presentations, check out my blog posts listed below, on the subject.
You can also refer the book “Information Visualization: An Introduction” for getting more clarity on the representation of facts and statistics.
The ninth tip for making an effective research presentation is to use the power of “pause.” Pausing at key moments in your presentation can help you emphasize important points, allow your audience to process information, and create a sense of anticipation.
We are all uncomfortable when there is a pause. Yet incorporating pause into your presentation can be a valuable tool causing the audience to be attentive to what you are going to say next.
A pause is an effective way to grab attention. There are two ways you might use this technique. After you are introduced, walk on stage and say nothing. Simply pause for three to five seconds and wait for the full attention of the audience. It’s a powerful opening. Depending on the audience, you might need to pause for longer than five seconds.
At another point in your presentation, you might be discussing the results or you are about to provide important information, that’s when you pause to grab attention. You’ll probably feel uncomfortable when you first try this technique, but it’s worth mastering.
Here are a few examples of how you might use the power of the pause in your research presentation:
Here’s an example of how you might use the power of the pause in a research presentation:
“Imagine being able to reduce the risk of heart disease by 50%. That’s the potential impact of my research. By analyzing the diets and lifestyles of over 10,000 participants, I’ve identified the key factors that contribute to heart disease. And the results are clear: by making a few simple changes to your diet and exercise routine, you can significantly reduce your risk of heart disease. So, what are these changes? Pause for effect. It turns out that the most important factors are a diet rich in fruits and vegetables, regular exercise, and limited alcohol consumption.”
In this example, the speaker is using the pause to create anticipation before revealing the most important findings of their research. By pausing before revealing the key factors that contribute to heart disease, the speaker is able to create a sense of anticipation and emphasize the importance of the information. By using the power of the pause in this way, the speaker is able to make their research presentation more engaging and memorable for the audience.
The tenth tip for making an effective research presentation is to quote a great researcher. By including quotes from respected researchers or experts in your field, you can add credibility to your presentation and demonstrate that your research is supported by other respected professionals.
Quoting someone who is a well-known researcher in your field is a great way to start any presentation. Just be sure to make it relevant to the purpose of your speech and presentation. If you are using slides, adding a picture of the person you are quoting will add more value to your presentation.
Here are a few examples of how you might use quotes in your research presentation:
Here’s an example of how you might use a quote in a research presentation:
“As the great psychologist Abraham Maslow once said, ‘What a man can be, he must be.’ This quote perfectly captures the essence of my research on human potential. By analyzing the lives of highly successful individuals, I’ve identified the key factors that contribute to success. And the results are clear: by cultivating a growth mindset, setting ambitious goals, and surrounding yourself with supportive people, you can unlock your full potential and achieve greatness.”
In this example, the speaker is using a quote from a respected psychologist to support their argument about human potential. By including the quote, the speaker is able to add credibility to their presentation and demonstrate that their research is supported by other respected professionals in the field. By using quotes in this way, the speaker is able to make their research presentation more engaging and persuasive for the audience.
The eleventh tip for making an effective research presentation is to begin with a video. Using a video at the beginning of your presentation can capture the audience’s attention and help establish the theme of your talk
Video remains a powerful mechanism to begin a presentation. Limit your videos to 2–3 minutes. People like video, and it can capture their attention, but they can also tire of it easily. It gives the presenter and the attendees a break from each other. Sometimes, you just look for visible reactions from the audience that might provide a transition from video back to speaking. Conversely, for the attendees, the video provides a break from the speaker.
Here are a few examples of how you might use a video in your research presentation:
Here’s an example of how you might use a video at the beginning of a research presentation in computer science:
“Before I dive into my research on the potential of blockchain technology in supply chain management, I want to show you a video that demonstrates the challenges that the industry currently faces. As you’ll see, there are numerous pain points that blockchain could help to address, from tracking the provenance of goods to reducing fraud and counterfeiting. By leveraging the power of blockchain, we can create a more transparent, efficient, and secure supply chain for everyone involved.”
In this example, the speaker is using a video to demonstrate a problem or challenge that their research is trying to solve. By showing the audience the current pain points in supply chain management, the speaker is able to establish the need for blockchain technology and capture the audience’s attention. By using a video in this way, the speaker is able to make their research presentation more engaging and impactful for the audience.
One sincere piece of advice while preparing the video is not to install the full video and start searching for the clip to be displayed to the audience. If you show this side or that side of the video content not relevant to the context, the audience may lose patience and drift away from the presentation. This shows your unpreparedness for the presentation. I suggest you go ahead with professional video editing software to edit your video before showing it to your audience.
When giving a research presentation, it’s important to sound confident and knowledgeable. However, using too many filler words such as “ok”, “so”, and “umms” can make you sound unsure of yourself and can distract from the content of your presentation.
Here are a few tips to help you avoid using too many filler words:
Here’s an example of how to avoid using too many filler words in a research presentation:
“Today, I want to talk to you about the impact of machine learning on cybersecurity. Ok, so, umm, as you all know, cybersecurity is a critical issue for businesses and organizations. But did you know that machine learning can help to identify and mitigate cyber threats before they become a major problem? By using algorithms to analyze data, we can create more effective security protocols and protect sensitive information from being compromised. So, in conclusion, machine learning has the potential to revolutionize the way we approach cybersecurity.”
In this example, the speaker is using several filler words throughout the presentation, which can detract from the content and make them sound less confident. By practising their presentation and focusing on eliminating filler words, the speaker can deliver a more polished and engaging presentation that highlights the important points.
Many presenters, though have good content fail to impress the audience by using too many “ok” “so” and “umms” which shows a lack of good communication skills. This can be due to stage fear/poor preparation/happen unconsciously.
Such filler words can ruin your credibility despite how innocent they look. One tip for avoiding this annoying habit is to practice your speech or presentation multiple times beforehand in front of your supervisor/research scholars / yourself in front of the mirror. If you are hesitant then the best option is to record your speech on your mobile and check for the mistakes unconsciously you make.
Giving a good research presentation as a keynote speaker is an excellent opportunity to showcase your expertise and knowledge in your research domain. As a keynote speaker, you can communicate your research findings, methodologies, and the impact of your research to a wider audience.
A well-delivered presentation can also demonstrate your ability to engage with diverse stakeholders and effectively communicate complex ideas. This can be an advantage when looking for research consultancy work, as potential clients or employers can assess your ability to deliver quality work, understand their needs, and provide innovative solutions to their problems.
If you are interested in exploring research consultancy jobs, check out the link Research Consultancy: An Alternate Career for Researchers to discover some exciting opportunities in your research domain.
Delivering a successful research presentation requires careful planning, practice, and attention to detail. By starting confidently, making eye contact with your audience, and using effective communication techniques like storytelling and statistics, you can engage your audience and communicate your research findings in a compelling way.
Remember to adjust your voice, avoid filler words, and take intentional pauses to keep your audience engaged and focused. By following these tips and incorporating your own unique style and perspective, you can deliver a powerful and memorable research presentation that showcases your expertise and leaves a lasting impression.
As a speaker at a research conference, it’s important to dress professionally and appropriately to make a positive impression on the audience and fellow researchers. Here are some general guidelines for what to wear: Business Formal Attire : Most research conferences have a business formal dress code. This typically means wearing a suit or dress pants/skirt with a collared shirt/blouse. For men, a suit with a tie is appropriate, and for women, a pantsuit or a skirt/dress with a blazer is a good choice. Neutral and Classic Colors : Stick to neutral and classic colours like black, navy, grey, or beige for a polished and sophisticated look. Avoid loud or overly bright colors and patterns that may distract from your presentation. Comfortable and Well-Fitted Clothing : Ensure that your clothing fits well and is comfortable to wear for an extended period. This will help you feel more at ease during your presentation. Appropriate Footwear : Wear closed-toe shoes that are comfortable and complement your outfit. For men, dress shoes are ideal, and for women, low-heeled pumps or flats are a good choice. Minimal Accessories : Keep your accessories simple and minimal. A wristwatch, small earrings, and a modest necklace can add a touch of elegance without being distracting. Grooming and Hygiene : Pay attention to personal grooming and hygiene. Make sure your hair is well-groomed, and avoid heavy cologne or perfume, as some attendees may be sensitive to strong scents. Bring Layers : Conference venues can sometimes be chilly due to air conditioning, so consider bringing a light sweater or jacket that complements your outfit. Check the Conference Theme : Occasionally, research conferences may have specific themes or cultural considerations. In such cases, you can subtly incorporate elements related to the theme or culture into your outfit if appropriate. You can visit my blog post on ” How to dress for academic / research conferences ” for further details.
Absolutely! Sharing your conference presentation slides with the audience after your talk can be a great way to provide additional value to those who attended your presentation and those who couldn’t make it to the event.
As an invited speaker at a research conference, it is generally expected and encouraged to entertain questions from the audience during or after your presentation. Q&A sessions are a valuable part of academic conferences as they allow attendees to engage with the speaker, seek clarifications, and gain further insights into the research being presented. However, a few speakers as well as the audience may get distracted by the questions asked during the presentation. Check your preparedness and the mood of the audience and then decide.
Tips for a Successful Q&A Session: Be Prepared : Anticipate potential questions that may arise from your presentation and be prepared to answer them. This will boost your confidence during the Q&A. Encourage Questions : After your presentation, let the audience know that you welcome their questions. Creating a supportive and inclusive environment will encourage more participation. Active Listening : Listen carefully to each question and ensure you understand it before responding. If a question is unclear, ask for clarification to provide the best possible answer. Be Respectful and Professional : Even if you receive challenging or critical questions, respond in a respectful and professional manner. Avoid becoming defensive and maintain a positive tone. Manage Time : If there’s a specific time allocated for the Q&A session, manage it effectively so that you can address as many questions as possible without exceeding the allocated time.
Handling a question during your presentation when you don’t know the answer is a common scenario, and it’s essential to respond gracefully and professionally. Here’s how to handle such situations: Stay Calm and Composed : Take a deep breath and remain calm. It’s okay not to know the answer to every question, and the audience understands that. Acknowledge the Question : Show appreciation for the question and the person who asked it. You can say something like, “Thank you for the question; that’s an interesting point to consider.” Be Honest : It’s best to be honest if you don’t know the answer. Avoid making up information or guessing as it can harm your credibility. Admit You Don’t Know : You can respond with a polite acknowledgement that you don’t have the information at hand. For example, say, “I’m afraid I don’t have the answer to that question right now.” Offer to Follow Up : Express your willingness to find the answer later. You can say, “I’ll make sure to look into this further and get back to you with an answer.” Redirect the Question : If appropriate, you can redirect the question to the audience or to someone who might have more expertise on the topic. Stay Positive : Maintain a positive tone throughout your response. Avoid apologizing excessively or sounding defensive. Bridge to Related Topics : If you can’t answer the specific question, try to bridge it to related topics you are familiar with. This way, you can still contribute to the discussion. Use It as a Learning Opportunity : If the question raises a valid point you haven’t considered before, acknowledge it as a learning opportunity. You can say, “That’s an excellent question, and it gives me something to think about.” Learn for the Future : After the presentation, take note of the questions you couldn’t answer and use them as a basis for further research or study. This will help you better prepare for similar situations in the future.
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Affiliation Biomedical Engineering and the Center for Public Health Genomics, University of Virginia, Charlottesville, Virginia, United States of America
Published: December 2, 2021
Citation: Naegle KM (2021) Ten simple rules for effective presentation slides. PLoS Comput Biol 17(12): e1009554. https://doi.org/10.1371/journal.pcbi.1009554
Copyright: © 2021 Kristen M. Naegle. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Funding: The author received no specific funding for this work.
Competing interests: The author has declared no competing interests exist.
The “presentation slide” is the building block of all academic presentations, whether they are journal clubs, thesis committee meetings, short conference talks, or hour-long seminars. A slide is a single page projected on a screen, usually built on the premise of a title, body, and figures or tables and includes both what is shown and what is spoken about that slide. Multiple slides are strung together to tell the larger story of the presentation. While there have been excellent 10 simple rules on giving entire presentations [ 1 , 2 ], there was an absence in the fine details of how to design a slide for optimal effect—such as the design elements that allow slides to convey meaningful information, to keep the audience engaged and informed, and to deliver the information intended and in the time frame allowed. As all research presentations seek to teach, effective slide design borrows from the same principles as effective teaching, including the consideration of cognitive processing your audience is relying on to organize, process, and retain information. This is written for anyone who needs to prepare slides from any length scale and for most purposes of conveying research to broad audiences. The rules are broken into 3 primary areas. Rules 1 to 5 are about optimizing the scope of each slide. Rules 6 to 8 are about principles around designing elements of the slide. Rules 9 to 10 are about preparing for your presentation, with the slides as the central focus of that preparation.
Each slide should have one central objective to deliver—the main idea or question [ 3 – 5 ]. Often, this means breaking complex ideas down into manageable pieces (see Fig 1 , where “background” information has been split into 2 key concepts). In another example, if you are presenting a complex computational approach in a large flow diagram, introduce it in smaller units, building it up until you finish with the entire diagram. The progressive buildup of complex information means that audiences are prepared to understand the whole picture, once you have dedicated time to each of the parts. You can accomplish the buildup of components in several ways—for example, using presentation software to cover/uncover information. Personally, I choose to create separate slides for each piece of information content I introduce—where the final slide has the entire diagram, and I use cropping or a cover on duplicated slides that come before to hide what I’m not yet ready to include. I use this method in order to ensure that each slide in my deck truly presents one specific idea (the new content) and the amount of the new information on that slide can be described in 1 minute (Rule 2), but it comes with the trade-off—a change to the format of one of the slides in the series often means changes to all slides.
Top left: A background slide that describes the background material on a project from my lab. The slide was created using a PowerPoint Design Template, which had to be modified to increase default text sizes for this figure (i.e., the default text sizes are even worse than shown here). Bottom row: The 2 new slides that break up the content into 2 explicit ideas about the background, using a central graphic. In the first slide, the graphic is an explicit example of the SH2 domain of PI3-kinase interacting with a phosphorylation site (Y754) on the PDGFR to describe the important details of what an SH2 domain and phosphotyrosine ligand are and how they interact. I use that same graphic in the second slide to generalize all binding events and include redundant text to drive home the central message (a lot of possible interactions might occur in the human proteome, more than we can currently measure). Top right highlights which rules were used to move from the original slide to the new slide. Specific changes as highlighted by Rule 7 include increasing contrast by changing the background color, increasing font size, changing to sans serif fonts, and removing all capital text and underlining (using bold to draw attention). PDGFR, platelet-derived growth factor receptor.
https://doi.org/10.1371/journal.pcbi.1009554.g001
When you present your slide in the talk, it should take 1 minute or less to discuss. This rule is really helpful for planning purposes—a 20-minute presentation should have somewhere around 20 slides. Also, frequently giving your audience new information to feast on helps keep them engaged. During practice, if you find yourself spending more than a minute on a slide, there’s too much for that one slide—it’s time to break up the content into multiple slides or even remove information that is not wholly central to the story you are trying to tell. Reduce, reduce, reduce, until you get to a single message, clearly described, which takes less than 1 minute to present.
When each slide conveys only one message, use the heading of that slide to write exactly the message you are trying to deliver. Instead of titling the slide “Results,” try “CTNND1 is central to metastasis” or “False-positive rates are highly sample specific.” Use this landmark signpost to ensure that all the content on that slide is related exactly to the heading and only the heading. Think of the slide heading as the introductory or concluding sentence of a paragraph and the slide content the rest of the paragraph that supports the main point of the paragraph. An audience member should be able to follow along with you in the “paragraph” and come to the same conclusion sentence as your header at the end of the slide.
While you are speaking, audience members’ eyes and minds will be wandering over your slide. If you have a comment, detail, or figure on a slide, have a plan to explicitly identify and talk about it. If you don’t think it’s important enough to spend time on, then don’t have it on your slide. This is especially important when faculty are present. I often tell students that thesis committee members are like cats: If you put a shiny bauble in front of them, they’ll go after it. Be sure to only put the shiny baubles on slides that you want them to focus on. Putting together a thesis meeting for only faculty is really an exercise in herding cats (if you have cats, you know this is no easy feat). Clear and concise slide design will go a long way in helping you corral those easily distracted faculty members.
An exception to Rule 4 is to include proper citations or references to work on your slide. When adding citations, names of other researchers, or other types of credit, use a consistent style and method for adding this information to your slides. Your audience will then be able to easily partition this information from the other content. A common mistake people make is to think “I’ll add that reference later,” but I highly recommend you put the proper reference on the slide at the time you make it, before you forget where it came from. Finally, in certain kinds of presentations, credits can make it clear who did the work. For the faculty members heading labs, it is an effective way to connect your audience with the personnel in the lab who did the work, which is a great career booster for that person. For graduate students, it is an effective way to delineate your contribution to the work, especially in meetings where the goal is to establish your credentials for meeting the rigors of a PhD checkpoint.
As a rule, you should almost never have slides that only contain text. Build your slides around good visualizations. It is a visual presentation after all, and as they say, a picture is worth a thousand words. However, on the flip side, don’t muddy the point of the slide by putting too many complex graphics on a single slide. A multipanel figure that you might include in a manuscript should often be broken into 1 panel per slide (see Rule 1 ). One way to ensure that you use the graphics effectively is to make a point to introduce the figure and its elements to the audience verbally, especially for data figures. For example, you might say the following: “This graph here shows the measured false-positive rate for an experiment and each point is a replicate of the experiment, the graph demonstrates …” If you have put too much on one slide to present in 1 minute (see Rule 2 ), then the complexity or number of the visualizations is too much for just one slide.
The type of slide elements, the number of them, and how you present them all impact the ability for the audience to intake, organize, and remember the content. For example, a frequent mistake in slide design is to include full sentences, but reading and verbal processing use the same cognitive channels—therefore, an audience member can either read the slide, listen to you, or do some part of both (each poorly), as a result of cognitive overload [ 4 ]. The visual channel is separate, allowing images/videos to be processed with auditory information without cognitive overload [ 6 ] (Rule 6). As presentations are an exercise in listening, and not reading, do what you can to optimize the ability of the audience to listen. Use words sparingly as “guide posts” to you and the audience about major points of the slide. In fact, you can add short text fragments, redundant with the verbal component of the presentation, which has been shown to improve retention [ 7 ] (see Fig 1 for an example of redundant text that avoids cognitive overload). Be careful in the selection of a slide template to minimize accidentally adding elements that the audience must process, but are unimportant. David JP Phillips argues (and effectively demonstrates in his TEDx talk [ 5 ]) that the human brain can easily interpret 6 elements and more than that requires a 500% increase in human cognition load—so keep the total number of elements on the slide to 6 or less. Finally, in addition to the use of short text, white space, and the effective use of graphics/images, you can improve ease of cognitive processing further by considering color choices and font type and size. Here are a few suggestions for improving the experience for your audience, highlighting the importance of these elements for some specific groups:
It is very difficult to stay focused on a presentation, especially if it is long or if it is part of a longer series of talks at a conference. Audience members may get distracted by an important email, or they may start dreaming of lunch. So, it’s important to look at your slide and ask “If they heard nothing I said, will they understand the key concept of this slide?” The other rules are set up to help with this, including clarity of the single point of the slide (Rule 1), titling it with a major conclusion (Rule 3), and the use of figures (Rule 6) and short text redundant to your verbal description (Rule 7). However, with each slide, step back and ask whether its main conclusion is conveyed, even if someone didn’t hear your accompanying dialog. Importantly, ask if the information on the slide is at the right level of abstraction. For example, do you have too many details about the experiment, which hides the conclusion of the experiment (i.e., breaking Rule 1)? If you are worried about not having enough details, keep a slide at the end of your slide deck (after your conclusions and acknowledgments) with the more detailed information that you can refer to during a question and answer period.
Well-designed slides that follow the first 8 rules are intended to help you deliver the message you intend and in the amount of time you intend to deliver it in. The best way to ensure that you nailed slide design for your presentation is to practice, typically a lot. The most important aspects of practicing a new presentation, with an eye toward slide design, are the following 2 key points: (1) practice to ensure that you hit, each time through, the most important points (for example, the text guide posts you left yourself and the title of the slide); and (2) practice to ensure that as you conclude the end of one slide, it leads directly to the next slide. Slide transitions, what you say as you end one slide and begin the next, are important to keeping the flow of the “story.” Practice is when I discover that the order of my presentation is poor or that I left myself too few guideposts to remember what was coming next. Additionally, during practice, the most frequent things I have to improve relate to Rule 2 (the slide takes too long to present, usually because I broke Rule 1, and I’m delivering too much information for one slide), Rule 4 (I have a nonessential detail on the slide), and Rule 5 (I forgot to give a key reference). The very best type of practice is in front of an audience (for example, your lab or peers), where, with fresh perspectives, they can help you identify places for improving slide content, design, and connections across the entirety of your talk.
The real presentation almost never goes as we planned in our heads or during our practice. Maybe the speaker before you went over time and now you need to adjust. Maybe the computer the organizer is having you use won’t show your video. Maybe your internet is poor on the day you are giving a virtual presentation at a conference. Technical problems are routinely part of the practice of sharing your work through presentations. Hence, you can design your slides to limit the impact certain kinds of technical disasters create and also prepare alternate approaches. Here are just a few examples of the preparation you can do that will take you a long way toward avoiding a complete fiasco:
These rules are just a start in creating more engaging presentations that increase audience retention of your material. However, there are wonderful resources on continuing on the journey of becoming an amazing public speaker, which includes understanding the psychology and neuroscience behind human perception and learning. For example, as highlighted in Rule 7, David JP Phillips has a wonderful TEDx talk on the subject [ 5 ], and “PowerPoint presentation flaws and failures: A psychological analysis,” by Kosslyn and colleagues is deeply detailed about a number of aspects of human cognition and presentation style [ 4 ]. There are many books on the topic, including the popular “Presentation Zen” by Garr Reynolds [ 11 ]. Finally, although briefly touched on here, the visualization of data is an entire topic of its own that is worth perfecting for both written and oral presentations of work, with fantastic resources like Edward Tufte’s “The Visual Display of Quantitative Information” [ 12 ] or the article “Visualization of Biomedical Data” by O’Donoghue and colleagues [ 13 ].
I would like to thank the countless presenters, colleagues, students, and mentors from which I have learned a great deal from on effective presentations. Also, a thank you to the wonderful resources published by organizations on how to increase inclusivity. A special thanks to Dr. Jason Papin and Dr. Michael Guertin on early feedback of this editorial.
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Ananya Sen is a PhD student in microbiology at the University of Illinois at Urbana-Champaign.
You can also search for this author in PubMed Google Scholar
In my first year of graduate school, I was terrified of giving presentations. I would put too much information on my slides, talk too fast and constantly forget or trip over certain words. Unsuprisingly, the reception was lukewarm at best.
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Home Blog Presentation Ideas How to Create and Deliver a Research Presentation
Every research endeavor ends up with the communication of its findings. Graduate-level research culminates in a thesis defense , while many academic and scientific disciplines are published in peer-reviewed journals. In a business context, PowerPoint research presentation is the default format for reporting the findings to stakeholders.
Condensing months of work into a few slides can prove to be challenging. It requires particular skills to create and deliver a research presentation that promotes informed decisions and drives long-term projects forward.
Table of Contents
Key slides for creating a research presentation, tips when delivering a research presentation, how to present sources in a research presentation, recommended templates to create a research presentation.
A research presentation is the communication of research findings, typically delivered to an audience of peers, colleagues, students, or professionals. In the academe, it is meant to showcase the importance of the research paper , state the findings and the analysis of those findings, and seek feedback that could further the research.
The presentation of research becomes even more critical in the business world as the insights derived from it are the basis of strategic decisions of organizations. Information from this type of report can aid companies in maximizing the sales and profit of their business. Major projects such as research and development (R&D) in a new field, the launch of a new product or service, or even corporate social responsibility (CSR) initiatives will require the presentation of research findings to prove their feasibility.
Market research and technical research are examples of business-type research presentations you will commonly encounter.
In this article, we’ve compiled all the essential tips, including some examples and templates, to get you started with creating and delivering a stellar research presentation tailored specifically for the business context.
Various research suggests that the average attention span of adults during presentations is around 20 minutes, with a notable drop in an engagement at the 10-minute mark . Beyond that, you might see your audience doing other things.
How can you avoid such a mistake? The answer lies in the adage “keep it simple, stupid” or KISS. We don’t mean dumbing down your content but rather presenting it in a way that is easily digestible and accessible to your audience. One way you can do this is by organizing your research presentation using a clear structure.
Here are the slides you should prioritize when creating your research presentation PowerPoint.
The title page is the first thing your audience will see during your presentation, so put extra effort into it to make an impression. Of course, writing presentation titles and title pages will vary depending on the type of presentation you are to deliver. In the case of a research presentation, you want a formal and academic-sounding one. It should include:
When writing the title of your research presentation, it should reflect the topic and objective of the report. Focus only on the subject and avoid adding redundant phrases like “A research on” or “A study on.” However, you may use phrases like “Market Analysis” or “Feasibility Study” because they help identify the purpose of the presentation. Doing so also serves a long-term purpose for the filing and later retrieving of the document.
Here’s a sample title page for a hypothetical market research presentation from Gillette .
The executive summary marks the beginning of the body of the presentation, briefly summarizing the key discussion points of the research. Specifically, the summary may state the following:
Although the executive summary encompasses the entry of the research presentation, it should not dive into all the details of the work on which the findings, conclusions, and recommendations were based. Creating the executive summary requires a focus on clarity and brevity, especially when translating it to a PowerPoint document where space is limited.
Each point should be presented in a clear and visually engaging manner to capture the audience’s attention and set the stage for the rest of the presentation. Use visuals, bullet points, and minimal text to convey information efficiently.
In this section, your goal is to provide your audience with the information that will help them understand the details of the presentation. Provide a detailed description of the project, including its goals, objectives, scope, and methods for gathering and analyzing data.
You want to answer these fundamental questions:
Important: The introduction should exclude specific findings, conclusions, and recommendations.
This is the longest section of a research presentation, as you’ll present the data you’ve gathered and provide a thorough analysis of that data to draw meaningful conclusions. The format and components of this section can vary widely, tailored to the specific nature of your research.
For example, if you are doing market research, you may include the market potential estimate, competitor analysis, and pricing analysis. These elements will help your organization determine the actual viability of a market opportunity.
Visual aids like charts, graphs, tables, and diagrams are potent tools to convey your key findings effectively. These materials may be numbered and sequenced (Figure 1, Figure 2, and so forth), accompanied by text to make sense of the insights.
The conclusion of a research presentation is where you pull together the ideas derived from your data presentation and analyses in light of the purpose of the research. For example, if the objective is to assess the market of a new product, the conclusion should determine the requirements of the market in question and tell whether there is a product-market fit.
Designing your conclusion slide should be straightforward and focused on conveying the key takeaways from your research. Keep the text concise and to the point. Present it in bullet points or numbered lists to make the content easily scannable.
The findings of your research might reveal elements that may not align with your initial vision or expectations. These deviations are addressed in the recommendations section of your presentation, which outlines the best course of action based on the result of the research.
What emerging markets should we target next? Do we need to rethink our pricing strategies? Which professionals should we hire for this special project? — these are some of the questions that may arise when coming up with this part of the research.
Recommendations may be combined with the conclusion, but presenting them separately to reinforce their urgency. In the end, the decision-makers in the organization or your clients will make the final call on whether to accept or decline the recommendations.
Members of your audience are not involved in carrying out your research activity, which means there’s a lot they don’t know about its details. By offering an opportunity for questions, you can invite them to bridge that gap, seek clarification, and engage in a dialogue that enhances their understanding.
If your research is more business-oriented, facilitating a question and answer after your presentation becomes imperative as it’s your final appeal to encourage buy-in for your recommendations.
A simple “Ask us anything” slide can indicate that you are ready to accept questions.
If you need a quick method to create a research presentation, check out our AI presentation maker . A tool in which you add the topic, curate the outline, select a design, and let AI do the work for you. Alternatively, check our tutorial on how to convert a research paper to presentation using AI .
The truth about presenting research findings is that your audience doesn’t need to know everything. Instead, they should receive a distilled, clear, and meaningful overview that focuses on the most critical aspects.
You will likely have to squeeze in the oral presentation of your research into a 10 to 20-minute presentation, so you have to make the most out of the time given to you. In the presentation, don’t soak in the less important elements like historical backgrounds. Decision-makers might even ask you to skip these portions and focus on sharing the findings.
Reading word-for-word from your presentation slides intensifies the danger of losing your audience’s interest. Its effect can be detrimental, especially if the purpose of your research presentation is to gain approval from the audience. So, how can you avoid this mistake?
Handouts are paper copies of your presentation slides that you distribute to your audience. They typically contain the summary of your key points, but they may also provide supplementary information supporting data presented through tables and graphs.
The purpose of distributing presentation handouts is to easily retain the key points you presented as they become good references in the future. Distributing handouts in advance allows your audience to review the material and come prepared with questions or points for discussion during the presentation. Also, check our article about how to create handouts for a presentation .
An equally important skill that a presenter must possess aside from speaking is the ability to listen. We are not just talking about listening to what the audience is saying but also considering their reactions and nonverbal cues. If you sense disinterest or confusion, you can adapt your approach on the fly to re-engage them.
For example, if some members of your audience are exchanging glances, they may be skeptical of the research findings you are presenting. This is the best time to reassure them of the validity of your data and provide a concise overview of how it came to be. You may also encourage them to seek clarification.
Anxiety can strike before a presentation – it’s a common reaction whenever someone has to speak in front of others. If you can’t eliminate your stress, try to manage it.
People hate public speaking not because they simply hate it. Most of the time, it arises from one’s belief in themselves. You don’t have to take our word for it. Take Maslow’s theory that says a threat to one’s self-esteem is a source of distress among an individual.
Now, how can you master this feeling? You’ve spent a lot of time on your research, so there is no question about your topic knowledge. Perhaps you just need to rehearse your research presentation. If you know what you will say and how to say it, you will gain confidence in presenting your work.
All sources you use in creating your research presentation should be given proper credit. The APA Style is the most widely used citation style in formal research.
Add references within the text of your presentation slide by giving the author’s last name, year of publication, and page number (if applicable) in parentheses after direct quotations or paraphrased materials. As in:
The alarming rate at which global temperatures rise directly impacts biodiversity (Smith, 2020, p. 27).
If the author’s name and year of publication are mentioned in the text, add only the page number in parentheses after the quotations or paraphrased materials. As in:
According to Smith (2020), the alarming rate at which global temperatures rise directly impacts biodiversity (p. 27).
All images from the web, including photos, graphs, and tables, used in your slides should be credited using the format below.
Creator’s Last Name, First Name. “Title of Image.” Website Name, Day Mo. Year, URL. Accessed Day Mo. Year.
A work cited page or reference list should follow after the last slide of your presentation. The list should be alphabetized by the author’s last name and initials followed by the year of publication, the title of the book or article, the place of publication, and the publisher. As in:
Smith, J. A. (2020). Climate Change and Biodiversity: A Comprehensive Study. New York, NY: ABC Publications.
When citing a document from a website, add the source URL after the title of the book or article instead of the place of publication and the publisher. As in:
Smith, J. A. (2020). Climate Change and Biodiversity: A Comprehensive Study. Retrieved from https://www.smith.com/climate-change-and-biodiversity.
A slide deck containing 18 different slides intended to take off the weight of how to make a research presentation. With tons of visual aids, presenters can reference existing research on similar projects to this one – or link another research presentation example – provide an accurate data analysis, disclose the methodology used, and much more.
Use This Template
Whenever you intend to raise questions, expose the methodology you used for your research, or even suggest a scientific method approach for future analysis, this circular wheel diagram is a perfect fit for any presentation study.
Customize all of its elements to suit the demands of your presentation in just minutes.
If your research presentation project belongs to academia, then this is the slide deck to pair that presentation. With a formal aesthetic and minimalistic style, this research presentation template focuses only on exposing your information as clearly as possible.
Use its included bar charts and graphs to introduce data, change the background of each slide to suit the topic of your presentation, and customize each of its elements to meet the requirements of your project with ease.
Visualize ideas and their connection points with the help of this research card template for PowerPoint. This slide deck, for example, can help speakers talk about alternative concepts to what they are currently managing and its possible outcomes, among different other usages this versatile PPT template has. Zoom Animation effects make a smooth transition between cards (or ideas).
With a distinctive professional style, this research presentation PPT template helps business professionals and academics alike to introduce the findings of their work to team members or investors.
By accessing this template, you get the following slides:
Check it out today and craft a powerful research presentation out of it!
A successful research presentation in business is not just about presenting data; it’s about persuasion to take meaningful action. It’s the bridge that connects your research efforts to the strategic initiatives of your organization. To embark on this journey successfully, planning your presentation thoroughly is paramount, from designing your PowerPoint to the delivery.
Take a look and get inspiration from the sample research presentation slides above, put our tips to heart, and transform your research findings into a compelling call to action.
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By: Author Shrot Katewa
As a researcher, it is quite pointless to do the research if we are unable to share the findings with our audience appropriately! Using PowerPoint is one of the best ways to present research outcomes. But, how does one present qualitative research findings using PowerPoint?
In order to present the qualitative research findings using PowerPoint, you need to create a robust structure for your presentation, make it engaging and visually appealing, present the patterns with explanations for it and highlight the conclusion of your research findings.
In this article, we will help you understand the structure of your presentation. Plus, we’ll share some handy tips that will make your qualitative research presentation really effective!
Creating the right structure for your presentation is key to ensuring that it is correctly understood by your audience.
The structure of your Research Presentation not only makes it easier for you to create the document, it also makes it simple for the audience to understand what all will be covered in the presentation at the time of presenting it to your audience.
Furthermore, having a robust structure is a great way to ensure that you don’t miss out on any of the points while working on creating the presentation.
But, what structure should one follow?
Creating a good structure can be tricky for some. Thus, I’m sharing what has worked well for me during my previous research projects.
NOTE – It is important to note that although the following structure is highly effective for most research findings presentation, it has been generalized in order to serve a wide range of research projects. You may want to take a look at points that are very specific to the nature of your research project and include them at your discretion.
Here’s my recommended structure to create your Research Findings presentation –
A great way to start your presentation is to highlight the objective of your research project.
It is important to remember that merely sharing the objective may sometimes not be enough. A short backstory along with the purpose of your research project can pack a powerful punch ! It not only validates the reasoning for your project but also subtly establishes trust with your audience.
However, do make sure that you’re not reading the backstory from the slide. Let it flow naturally when you are delivering the presentation. Keep the presentation as minimalistic as possible.
Once you’ve established the objective, the next thing that you may want to do is perhaps share the key parameters considered for the success of your project.
Every research project, including qualitative research, needs to have a few key parameters to measure against the objective of the research.
For example – If the goal of your project is to gather the sentiments of a certain group of people for a particular product, you may need to measure their feelings. Are they happy or unhappy using the product? How do they perceive the branding of the product? Is it affordable?
Make sure that you list down all such key parameters that were considered while conducting the qualitative research.
In general, laying these out before sharing the outcome can help your audience think from your perspective and look at the findings from the correct lens.
The next thing that you may want to include in your presentation is the methodology that you adopted for conducting the research.
By knowing your approach, the audience can be better prepared for the outcome of your project. Ensure that you provide sound reasoning for the chosen methodology.
This section of your presentation can also showcase some pictures of the research being conducted. If you have captured a video, include that. Doing this provides further validation of your project.
This is the section that will constitute the bulk of the your presentation.
Use the slides in this section to describe the observations, and the resulting outcomes on each of the key parameters that were considered for the research project.
It is usually a good idea to dedicate at least 1 or more slides for each parameter . Make sure that you present data wherever possible. However, ensure that the data presented can be easily comprehended.
Provide key learnings from the data, highlight any outliers, and possible reasoning for it. Try not to go too in-depth with the stats as this can overwhelm the audience. Remember, a presentation is most helpful when it is used to provide key highlights of the research !
Apart from using the data, make sure that you also include a few quotes from the participants.
Once you’ve taken the audience through the core part of your research findings, it is a good practice to summarize the key learnings from each of the section of your project.
Make sure your touch upon some of the key learnings covered in the research outcome of your presentation.
Furthermore, include any additional observations and key points that you may have had which were previously not covered.
The summary slide also often acts as “Key Takeaways” from the research for your audience. Thus, make sure that you maintain brevity and highlight only the points that you want your audience to remember even after the presentation.
While this can be an optional section for some of the researchers.
However, dedicating a section on inclusions and exclusions in your presentation can be a great value add! This section helps your audience understand the key factors that were excluded (or included) on purpose!
Moreover, it creates a sense of thoroughness in the minds of your audience.
The purpose of the conclusion slide of your research findings presentation is to revisit the objective, and present a conclusion.
A conclusion may simply validate or nullify the objective. It may sometimes do neither. Nevertheless, having a conclusion slide makes your presentation come a full circle. It creates this sense of completion in the minds of your audience.
Finally, since your audience did not spend as much time as you did on the research project, people are bound to have a few questions.
Thus, the last part of your presentation structure should be dedicated to allowing your audience to ask questions.
For a presentation to be effective, it is important that the presentation is not only well structured but also that it is well created and nicely delivered!
While we have already covered the structure, let me share with you some tips that you can help you create and deliver the presentation effectively.
Using visuals in your presentation is a great way to keep the presentations engaging!
Visual aids not only help make the presentation less boring, but it also helps your audience in retaining the information better!
So, use images and videos of the actual research wherever possible. If these do not suffice or do not give a professional feel, there are a number of resources online from where you can source royalty-free images.
My recommendation for high-quality royalty-free images would be either Unsplash or Pexels . Both are really good. The only downside is that they often do not provide the perfect image that can be used. That said, it can get the job done for at least half the time.
If you are unable to find the perfect free image, I recommend checking out Dreamstime . They have a huge library of images and are much cheaper than most of the other image banks. I personally use Dreamstime for my presentation projects!
I cannot stress enough on how important it is to give your presentation a human touch. Delivering a presentation in the form of a story does just that! Furthermore, storytelling is also a great tool for visualization .
Data can be hard-hitting, whereas a touching story can tickle the emotions of your audience on various levels!
One of the best ways to present a story with your research project is to start with the backstory of the objective. We’ve already talked about this in the earlier part of this article.
Start with why is this research project is so important. Follow a story arc that provides an exciting experience of the beginning, the middle, and a progression towards a climax; much like a plot of a soap opera.
Including quotes of the participants in your research findings presentation not only provides evidence but also demonstrates authenticity!
Quotes function as a platform to include the voice of the target group and provide a peek into the mindset of the target audience.
When using quotes, keep these things in mind –
When using quotes in your presentation, make sure that you use them in their raw unedited form.
The need to edit quotes should be only restricted to aid comprehension and sometimes coherence.
Furthermore, when editing the quotes, make sure that you use brackets to insert clarifying words. The standard format for using the brackets is to use square brackets for clarifying words and normal brackets for adding a missing explanation.
It is important to know which quotes to include in your presentation. I use the following 3 criteria when selecting the quote –
It is important to preserve and protect the identity of the participant. This can be done by maintaining confidentiality and anonymity.
Thus, refrain from using the name of the participant. An alternative could be using codes, using pseudonyms (made up names) or simply using other general non-identifiable parameters.
Do note, when using pseudonyms, remember to highlight it in the presentation.
If, however, you do need to use the name of the respondent, make sure that the participant is okay with it and you have adequate permissions to use their name.
It is quite obvious for most of us that we need to create a visually appealing presentation. But, making it pleasing to the eye can be a bit challenging.
Fortunately, we wrote a detailed blog post with tips on how to make your presentation attractive. It provides you with easy and effective tips that you can use even as a beginner! Make sure you check that article.
7 EASY tips that ALWAYS make your PPT presentation attractive (even for beginners)
In addition to the tips mentioned in the article, let me share a few things that you can do which are specific to research outcome presentations.
Using the right colors are key to make a presentation look good.
One of the most common mistakes that people make is use too many colors in their presentation!
My recommendation would be to go with a monochromatic color scheme in PowerPoint .
When making a presentation on research outcomes, you are bound to present some data.
But, when data is not presented in a proper manner, it can easily and quickly make your presentation look displeasing! The video below can be a good starting point.
Using neat looking tables can simply transform the way your presentation looks. So don’t just dump the data from excel on your PowerPoint presentation. Spend a few minutes on fixing it!
When presenting data, my recommendation would be that graphs and charts should be your first preference.
Using graphs or charts make it easier to read the data, takes less time for the audience to comprehend, and it also helps to identify a trend.
However, make sure that the correct chart type is used when representing the data. The last thing that you want is to poorly represent a key piece of information.
Consider the following example –
This slide could have been created just as easily using bullet points. However, using icons and representing the information in a different format makes the slide pleasing on the eye.
Thus, always try to use icons wherever possible instead of bullet points.
Many times, as a research project manager, we tend to focus on the trends extracted from a data set.
While it is important to identify patterns in the data and provide an adequate explanation for the pattern, it is equally important sometimes to highlight the outliers prominently.
It is easy to forget that there may be hidden learnings even in the outliers. At times, the data trend may be re-iterating the common wisdom. However, upon analyzing the outlier data points, you may get insight into how a few participants are doing things successfully despite not following the common knowledge.
That said, not every outlier will reveal hidden information. So, do verify what to include and what to exclude.
I admit, making any presentation can be a tough ask let alone making a presentation for showcasing qualitative research findings. This is especially hard when we don’t have the necessary skills for creating a presentation.
One quick way to overcome this challenge could be take inspiration from other similar presentations that we may have liked.
There is no shame in being inspired from others. If you don’t have any handy references, you can surely Google it to find a few examples.
One trick that almost always works for me is using Pinterest .
But, don’t just directly search for a research presentation. You will have little to no success with it. The key is to look for specific examples for inspiration. For eg. search for Title Slide examples, or Image Layout Examples in Presentation.
The last tip that I would want to provide is to make sure that you share the presentation with supportive colleagues or mentors to attain feedback.
This step can be critical to iron out the chinks in the armor. As research project manager, it is common for you to get a bit too involved with the project. This can lead to possibilities wherein you miss out on things.
A good way to overcome this challenge is to get a fresh perspective on your project and the presentation once it has been prepared.
Taking critical feedback before your final presentation can also prepare you to handle tough questions in an adept manner.
It is quite important to ensure that we get it right when working on a presentation that showcases the findings of our research project. After all, we don’t want to be in a situation wherein we put in all the hard-work in the project, but we fail to deliver the outcome appropriately.
I hope you will find the aforementioned tips and structure useful, and if you do, make sure that you bookmark this page and spread the word. Wishing you all the very best for your project!
Recommended reading.
Electronic presentations are a great way to gage collegial ideas and opinions about the topic you have selected to pursue. These formats can be done at varying and convenient times.
Exhibits consist of a visual display of a collection, program, initiative, or body of work (i.e. paintings, drawings, prints, posters, photography, sculpture, ceramics, video, installation, multi-media).
Facilitated discussions involve the arranging of attendees into groups, such as tables or round chair setup, and provide topics for discussion. Topics can be the same for all attendees and groups, or vary by group.
The keynote address is perhaps the most challenging presentation. What you say and how well you communicate your ideas, research, findings, and experience sets the tone for the event. High level competency and established experience are the minimum content goals. See Oral Presentations for additional guidance.
Oral presentations involve the presentation of a paper or research project with or without visual aids. This is an excellent opportunity to share research findings with colleagues, seek comments, listen to advice, and facilitate discussion and comment.
Panel discussions involve a limited number of panelists, usually 3-5, presenting and discussing their views on a scholarly topic and responding to audience questions.
Poster sessions.
Posters present a visual display of work on poster boards. Presenters should be able to provide a scholarly introduction to their work and be prepared to entertain the viewers’ questions.
Using PowerPoint or any slide programmed should be viewed as a supplemental visual tool for many types of presentations. They should not be treated as “the” presentation.
Workshops consist of a brief presentation followed by interaction with the audience. The purpose of a workshop is to introduce the audience to your subject and involve them in using a skill or technique. Learning objectives and anticipated outcomes should be clearly stated.
Newbies are strongly encouraged to follow this formula. Later and with experience, deviation from the formula is more feasible.
Avoid presenting too much information about what is already known, and provide this information, if needed, in the introduction. Only discuss literature and background information that relates directly to the topic and research results being presented. Keep this portion of the presentation to five minutes or less. More time will be needed for the presentation of the research results and audience questions and comments.
Practice the presentation from start to finish before delivering the presentation – several times. Repeated practicing provides delivery confidence, efficient time management, and better speaking skills. Make sure the presentation fits within the time parameters. Practicing also makes it flow better.
If the time allotted for the presentation is ten minutes, prepare ten minutes of material. Regardless of the amount of time provided, a little or a lot, finish within or at the end of the allotted time. Practice the presentation with a stopwatch to ensure complicity.
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COMMENTS
Timely: Feedback given directly after completion of the presentation is more effective than feedback provided at a later date. The ultimate goal of effective feedback is to help the presenter become more adept at relaying his or her research in an engaging and concise way, to maintain the audience's attention and ensure that they retain the ...
Feedback comes in two main forms: positive (also called reinforcing) and constructive (or redirecting). Because you'll probably give some of each type in a presentation review, let's look at the main differences and some examples of when to apply each. Positive feedback. What it is: Positive feedback focuses on what the presenter did right.
Here are some examples of constructive feedback for a presentation: Engage the Audience: Start with a thought-provoking question or an interesting statistic to grab the audience's attention right away. Eye Contact: Making eye contact helps connect with the audience and boosts your confidence.
Strong Feedback. "It was too long and boring.". "Your content was engaging, but it would help to condense the content within the allotted time frame to maintain a focused and impactful delivery.". "You talked too fast.". "While the content was interesting, you left no room for people to speak and ask questions.
She holds a bachelor's in English Creative Writing and Communication Studies and lives in Denver, Colorado. In her spare time, she's usually somewhere outside (preferably in the mountains) — and enjoys poetry and fiction. Use these 30 presentation feedback examples to help you (and your team) get better at giving presentations.
Instead, focus on the highlights. Identify a single compelling research question which your work addressed, and craft a succinct but complete narrative around it. Craft a compelling research narrative. After identifying the focused research question, walk your audience through your research as if it were a story.
The first thing is to acknowledge that presenting a poster is much more challenging to control than giving an oral research presentation." ... to answer questions and receive feedback from ...
Giving Constructive Feedback on Presentations. 1. Positive phrasing - provide a positive framework for the message. Explicitly identify and positively reinforce what was done well Constructive feedback is based on a foundation of trust between sender and receiver. Examine your own motives: be sure your intention is to be helpful, not to show ...
With SlideLizard your attendees can easily give you feedback directly with their Smartphone. After the presentation you can analyze the result in detail. type in your own feedback questions. choose your rating scale: 1-5 points, 1-6 points, 1-5 stars or 1-6 stars; show your attendees an open text field and let them enter any text they want.
Create a distraction-free time and space for getting feedback. Ideally both of you should be present, focused, and open. If we're feeling stressed or pressed for time, it's hard to be a good feedback partner. That's why it's wise to tune in to how you're feeling before you schedule a session. Remind the person that you're looking ...
What: Return to your evaluation questions and evaluation standards. Use the questions generated by key stakeholders to organize your presentation. Consider framing the results by levels of data (reaction, learning, behavior, results). Highlight the key findings for all groups then focus on areas by stakeholder interest.
Be actionable. Giving students your opinions on their presentation is important, but make sure that you give them a specific action they can do to implement your feedback. Examples of how feedback can be improved with actions is below: Weak pieces of feedback. Stronger pieces of feedback.
Do a few rounds of feedback. As everyone gives their feedback, they can collaborate in comment threads in the bubble. This allows everyone to see what's been said already, including all the context and nuance of the discussion, keeping everyone on the same page. The presenter can follow up with comments, and those giving feedback can watch the ...
Sharing knowledge. At its core, a research presentation is a conduit for sharing knowledge, disseminating your research findings, and illuminating the uncharted realms of your work. It's about taking the complex and making it comprehensible, even captivating. . Academic evaluation.
Sit in a non-defensive posture. It is tempting to cross your arms and to tense up all your muscles when receiving oral feedback. Keep your body open and loose. Staying open helps them to feel like you really want their suggestions and closed arms can equal a closed mind — keep an open body.
12 Proven Tips to Make an Effective Research Presentation. 12 Proven Tips to Make an Effective Research Presentation as an Invited Speaker. Research Presentation Tip #2: Eye To Eye Contact With the Audience. Research Presentation Tip #3: Welcome Your Audience. Research Presentation Tip #5: Memorize your Opening Line.
Research Presentation Rubric. The format of presentations can vary across and within disciplines. This resource focuses on research presentations but may be useful beyond. The goal of this rubric is to identify and assess elements of research presentations, including delivery strategies and slide design. • Self-assessment: Record yourself ...
Rule 1: Include only one idea per slide. Each slide should have one central objective to deliver—the main idea or question [3-5].Often, this means breaking complex ideas down into manageable pieces (see Fig 1, where "background" information has been split into 2 key concepts).In another example, if you are presenting a complex computational approach in a large flow diagram, introduce ...
Research is messy, but your presentation doesn't have to be. For example, when I first began my thesis project, the proteins that I was studying had no obvious role. Because there were several ...
A research presentation is the communication of research findings, typically delivered to an audience of peers, colleagues, students, or professionals. In the academe, it is meant to showcase the importance of the research paper, state the findings and the analysis of those findings, and seek feedback that could further the research.
Here's my recommended structure to create your Research Findings presentation -. 1. Objective of the Research. A great way to start your presentation is to highlight the objective of your research project. It is important to remember that merely sharing the objective may sometimes not be enough.
Schedule a Pre or Post Conference Presentation Do a first run to receive feedback, or share a recent presentation with us. The Peer Review and Research Committee can schedule a session for you to speak with small or large groups. Lunchtime brown bag: Noon - 1:00 p.m. Late afternoon coffee/tea brown bag: after 3:00 p.m.
The presentation is properly focused. A clear train of thought is followed and involves the audience. The speaker makes main points clear. The speaker sequences main points effectively. The speaker includes internal summaries. The outline is repeatedly referenced to provide signposts. The speaker provides effective signposts.