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Effective LegislativePresentations
Effective LegislativePresentations
John TurcotteDirector
www.ncleg.net/PED/
22
OverviewOverviewFood Market Development Case: Briefing the Joint
Committee: What Can Go Wrong?
Adults Learn Differently
Killer Public Policy Environment
Assuaging Conflicting Listening Styles
Power Briefing ConceptsPower Briefing Concepts
Using the Briefing Preview Worksheet
To download slides and handouts:
http://www.ncleg.net/PED/Resources/nlpesdownloads.html
90 Minutes
33
MessageMessage
Accommodate legislator listening
preferences with a message delivered for
easy recall
Use Power BriefingUse Power Briefing Preview worksheet to
increase presentation efficiency and ease
your anxiety
44
Briefing the Joint StudyCommittee: What Can Go
Wrong?
Briefing the Joint StudyCommittee: What Can Go
Wrong?
If you werethis legislator,what kind ofpresentationdo you want?
55
Take Care of LegislatorsTake Care of Legislators
Empathy
66
Information
Distractions
Truth
Fiction
Your Presentation
Source: Dr. Max Arinder, Mississippi PEER CommitteeSource: Dr. Max Arinder, Mississippi PEER Committee
The Public Policy EnvironmentThe Public Policy Environment
Legislators
77
Behold the PresenterParadox!
Behold the PresenterBehold the PresenterParadox!Paradox!
We tend to do unto our listeners as we would notwant done to ourselves!
Draw Me A Pictureand Just Tell Me in
English
Read a LongSpeech Filledwith Audit
Lingo
Mechanics
Unequivocal and atthe Beginning and
End
At End andCovered by
Caveats
Conclusions andRecommendations
20 Minutes60-90 MinutesLength
ListenersWant
OurTendencies
PresentationVariable
88
While 93% of Public Managers“Appreciate Speakers Who Get to the
Point” --
While 93% of Public Managers“Appreciate Speakers Who Get to the
Point” --
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
John Turcotte, Survey of Certified Public Manager candidates,John Turcotte, Survey of Certified Public Manager candidates,Mississippi State Personnel Board, April 1994 through December 1Mississippi State Personnel Board, April 1994 through December 1995995
N=99N=99
99
73% Also Believe “Speakers Should Describe Dataand Methodology in Detail Before Expressing Findings
and Recommendations”
73% Also Believe “Speakers Should Describe Dataand Methodology in Detail Before Expressing Findings
and Recommendations”
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
John Turcotte, Survey of Certified Public Manager candidates,John Turcotte, Survey of Certified Public Manager candidates,Mississippi State Personnel Board, April 1994 through December 1Mississippi State Personnel Board, April 1994 through December 1995995
N=99N=99
1010
Experiment Results: When Staff Role Play,
"Legislators" Overwhelmingly Prefer Power
Presentations But Presenter "Analysts" Are Far Less
Likely to Use Power Style
16%
49%
84%
51%
Want to Receive In "Legislators"
Role
Would Most Likely Deliver in
"Analysts" Role
Traditional Presentation
PowerBriefing
n=123Legislators Would Prefer Analysts Would Deliver
Source: Participantsurvey by John Turcotteadministered to foursessions: NCSL SkillsDevelopment Seminarand legislative staffs inArizona, Ohio, andWashington (1998).
Turcotte dividedparticipants randomlyinto two role assumptiongroups (1) Legislatorsabout to receive apresentation and (2)Analysts about to givethat presentation.
Both groups were givenan identical case butdifferent roles to assume.
1111
How Adults Listen andLearn
How Adults Listen andLearn
Need to Know
1212
Listener: Not Your TwinListener: Not Your Twin
1313
Adults lose auditory and visualfacility with age
Adults must feel in control oflearning situations
Adults must see practical value ofbusiness information
Power and AuthorityPower and Authority
Ph
ys
ica
lF
ac
i l i t yP
hys
i ca
lF
ac
i l i t y
Chronological AgeChronological Age** ++3535--4545
1414
Adjust the Style and Content ofPresentations to Accommodate
Varying Listening Styles
Adjust the Style and Content ofPresentations to Accommodate
Varying Listening Styles
1515
Personality Types As Listeners:Myers Briggs
Personality Types As Listeners:Myers Briggs
Introvert/Extravert
INtuitive/Sensing
Thinking/Feeling
Perceiving/Judging
1616
Introvert/ExtravertEnergy PreferenceIntrovert/ExtravertEnergy Preference
Extraverts draw energyfrom other people
Introverts lose energywhen interacting withothers
1717
Neurocognitive Psychophysiological Evidence of Dichotomies inBrain Activity Patterns of Introverts and Extraverts in 17 INTP
and 16 ENTP Subjects
Neurocognitive Psychophysiological Evidence of Dichotomies inBrain Activity Patterns of Introverts and Extraverts in 17 INTP
and 16 ENTP Subjects
1Scans generated by M.W. Alcock. Based on A Topographic Study ofDifferences in the P300 Between Introverts and Extraverts, M.A. Wilson andM.L. Languis, 1990. Reproduced by Turcotte with permission.
Introverts
Extraverts
• When performing the same audiotone discrimination task, introvertsdemonstrate significantly morecortical arousal than extraverts 1
• “…Introverts…may bethreatened by overarousal andseek out peaceful pursuits insolitude and tranquility.Extraverts seek excitement inorder to avoid underarousal.”2
1818
When Speaking to IntrovertsWhen Speaking to Introverts
Give I’s time to reflect
Don’t assume I’s are
disinterested when they are
quiet
Understand that I’s would
prefer a one-on-one briefing
Never interrupt an
introvert—this is offensive
1919
When Speaking to ExtravertsWhen Speaking to Extraverts
Be enthusiastic about your topic—but controlled!
Don’t pause too long beforeresponding
Allow the Extravert to think outloud
Extraverts often interrupt becausethey support what is being said—accept this as a compliment
2020
Intuitive/SensingAttending Preference
Intuitive/SensingAttending Preference
Intuitives need the superordinate:
Why are we looking at this data?
Where are we headed here?
Sensing types need the parts. Let’s
not jump to conclusions. Let’s see the
detail first.
2121
When Speaking to IntuitivesWhen Speaking to Intuitives Present the global before
the microscopic
Intuitives are impatient,even mean when shownexcessive detail
Intuitives appreciatechallenges, possibilitiesand contrasts
Intuitives are pronetoward the sudden“AHA!” outburst
2222
When Speaking to SensorsWhen Speaking to Sensors
Sensors accept the globalONLY after providedsufficient evidence
Sensors expectdocumentation
Assure sensors that “new”does not mean “radical.”Connect with the known
Be careful withterminology
Then
2323
Reconciling N/S Conflict:A Critical Task for Presenters
Reconciling N/S Conflict:A Critical Task for Presenters
Tell the intuitive theconclusions up front
Intuitives needmetaphors, captions,summaries, “overviews,”etc.; THEN
2424
Reconciling N/S Conflict:A Critical Task for Presenters
Reconciling N/S Conflict:A Critical Task for Presenters Immediately show the
sensing type why andshow the detail.
Sensing types needprops, exhibits, cases,maps, appendices,breakdowns, equations,algorithms.
2525
Thinking/FeelingDecision Preference
Thinking/FeelingDecision Preference
Thinking types decide
logically.
Feelers use their
emotions.
2626
When Speaking to ThinkersWhen Speaking to Thinkers
Brief, concise, logical
Intellectually critical
Balance pros and cons
Present emotions asfacts to be weighed
60%
30%
10%
"HateIt"
"LoveIt"
"Don'tCare"
2727
When Speaking toFeelers
When Speaking toFeelers
Be personable andaffirming
Recognize that Feelers canbe mean or nice
Share impacts on people—tell “Little Timmy” stories
2828
Reconciling T/F Conflict:A Critical Task for Presenters
Reconciling T/F Conflict:A Critical Task for Presenters
Assuage thinking types withlogic, evidence, andprecision; THEN
Assuage feeling types withcases, stakeholder analysis,and sensitivity about whogains and loses
2929
Judging/PerceptiveType of Life Preference
Judging/PerceptiveType of Life Preference
Judging types form conclusions quickly.
Implication--Want early closure andbecome irritable if presentations runon. Prefer one best way. Prefer aplanned and organized life.
Perceptive types form conclusionsslowly.
Implication--Want to leave optionsopen until satisfied and will changetheir minds frequently. Prefer anunstructured life.
3030
Reconciling J/P Conflict:A Critical Task for Presenters
Reconciling J/P Conflict:A Critical Task for Presenters
Assuage judging types. Stress thatyour presentation will end withan answer; THEN
Assuage perceptive types. Stressthat other options wereexplored and that there will betime for questions anddiscussion.
3131
Predicting PresentationScenarios
Predicting PresentationScenarios
Turcotte Adaptation ofStenerson Model
Turcotte Adaptation ofStenerson Model
FactsFacts
StoriesStories
MessageMessage
ActionAction
Interest in DetailInterest in Detail
LowLow
Number of Issues FollowedNumber of Issues Followed
HighHigh
Turcotte Adaptation ofStenerson Model
Turcotte Adaptation ofStenerson Model
FactsFacts
StoriesStories
MessageMessage
ActionAction
LowLow
Number of Issues FollowedNumber of Issues Followed
HighHigh
MostMost
Interest in DetailInterest in Detail
Turcotte Adaptation ofStenerson Model
Turcotte Adaptation ofStenerson Model
FactsFacts
StoriesStories
MessageMessage
ActionAction
LowLow
Number of Issues FollowedNumber of Issues Followed
HighHigh
TechnoTechno
Interest in DetailInterest in Detail
Turcotte Adaptation ofStenerson Model
Turcotte Adaptation ofStenerson Model
FactsFacts
StoriesStories
MessageMessage
ActionAction
LowLow
Number of Issues FollowedNumber of Issues Followed
HighHigh
Interest in DetailInterest in Detail
Single IssueSingle Issue
Turcotte Adaptation ofStenerson Model
Turcotte Adaptation ofStenerson Model
FactsFacts
StoriesStories
MessageMessage
ActionAction
LowLow
Number of Issues FollowedNumber of Issues Followed
HighHigh
Bottom LinerBottom Liner
Interest in DetailInterest in Detail
3737
Types might changetemporarily due tocircumstances.
3838
The Power BriefingThe Power Briefing
WowWow!!
TruthTruth
PowerPower
3939
Have the Proper AttitudeHave the Proper Attitude You are an expert!
They expect yourinformation oradvice
No time forsubtleties, shyness,or puzzles
4040
Pin Down Time andKnow the Site
Pin Down Time andKnow the Site
4141
Know the AudienceKnow the Audience Pronunciation of names of
officials (Ostalkiewicz,Eggletion?)
Know occupations, policypositions, and issue interests
4242
Prepare for ContingenciesPrepare for Contingencies Schedule nothing before
the presentation andleave earlier for work
Prepare to summarize
Prepare to skip around bymaking each point free-standing
Backup “high” with“lower” tech
The PosterThe Poster
Big MessageBig MessagePoint 1Point 1Point 2Point 2
EndEnd
The PosterThe Poster
Big MessageBig MessagePoint 1Point 1Point 2Point 2
EndEnd
4343
Know Current EventsKnow Current Events Discuss pending issues
with colleagues andstaff close to themembers—don’t besurprised
Review late breakingnews, email, voicemail,anything that relates toyour briefing
4444
RehearseRehearse
Assemble a candidgroup
Simulate roles. Nota joking matter
Have no pride ofauthorship
4545
Tactics andDemeanor
Tactics andDemeanor
Support authority ofChairperson
Make eye contact by“sweeping” eachofficial and anchoreyes on chairperson
Go through Chair firstbefore responding
2
3 4
51
4646
BriefingContentBriefingContent
4747
The Power Briefing Establishes:The Power Briefing Establishes:
Ethos—Who you are?
Pathos—That you careabout legislatorsneeds and want toknow how much timethe briefing will take?
Logos—What you aregoing to tell them?
4848
Power Briefing Has Three PartsPower Briefing Has Three Parts
1. Preview
Frame
Message
Quickly List
Summary Points
2. Sustain the Message
By Expanding Each
Summary Point
3. Answer Questions
FrameFrameFrameFramePower
BriefingPreview
Worksheet
4949
Economically Unsound Food MarketDevelopment Program Cost $600,000
in State General Funds
Economically Unsound Food MarketDevelopment Program Cost $600,000
in State General Funds
Tab A Annual Cost $772,000 including $600,000from state general fund
Tab B Economically unsound. Benefits accrueexclusively to industry and “cancel out.”(Requested geographic breakdowns, page B-6)
Tab C Policy Options:
Terminate (staff recommendation); or
Limit state financing to catfish because mostproduction is sold out of state
John Turcotte, DirectorJohn Turcotte, Director
Bureau of Legislative ResearchBureau of Legislative Research
20 minutes, then20 minutes, thenquestionsquestions
5050
Power Briefing Preview WorksheetPower Briefing Preview Worksheet
5151
Greet the chair and show respect
Identify yourself by name and byorganization
State the duration of the presentation,excluding questions
Describe written materials and cross-referencing
PreviewFrame
PreviewFrame
FrameFrame
5252
1. Frame your presentation.Write a brief greeting for panel that you are briefing,
Good morning, Mr. Chairman and membersState your name, position, and organization
I am John Turcotte, Director of the Bureau of LegislativeResearch.State the duration of your presentation
My presentation will take about twenty minutes.State when you will field questions in accordance with what is agreed toby the Chair of the committee,
I will need additional time to answer your questions and asthe chairman has directed, I will be taking your questions atthe conclusion of my remarks.
Describe any handouts and show them to the group
You have before you a copy of my slides, a summary of ourreport, and some supporting documents.
Write a bridging phrase to make a transition to your message,
Mr. Chairman and members:
5353
PreviewMessagePreviewMessage
A powerful “verbal headline” thatcaptures the essence of thepresentation
Types of messages assertion
answer
closure--descriptive overview of dissimilar parts
5454
2. State the message of your presentation.
We found that the Food Market Development Program iseconomically unsound and cost the state General Fund$600,000. Eliminating or substantially restricting itscost and scope can be done with little to no risk to thestate economy.
3. Bridge to summary points,
The information packet before you contains our findings andrecommendations.
5555
PreviewSummary Points
PreviewSummary Points
Encapsulate each key point ofthe presentation—don’tdigress
Move briskly and in tempo
Make each point meaningful“Bureau operates too many cars”
NOT “Finding 1. Vehicle Problems”
Avoid excessive modifiers,code, complex terminology,and acronyms
5656
4. Briefly state each supporting point.
TAB A details the cost of the programTAB B contains our reasoning for the conclusion thatthe program is economically unsound. Because of theinelasticity of demand for meat, the program’spromotions have a cancelling out effect, with theexception of catfish promotions.TAB C contains requested policy options including ourstaff recommendation for termination of the programA termination alternative would be limiting theprogram’s mission to marketing catfish only, becausethe state exports catfish to other states. Marketingcatfish out of state does not affect instate consumptionof meat.
5. Bridge to the full presentation.
Mr. Chairman and members, the remainder of mypresentation provides more detail about our findingsand recommendations.
5757
Remainder of the PresentationSustain the Message
Remainder of the PresentationSustain the Message
Present each point bystating the pointemphatically, thenexplain
State the conclusion thenreasoning, not
reasoning thenconclusion
5858
Remainder of the PresentationSustain the Message
Remainder of the PresentationSustain the Message
Develop points with examplesand illustrations—don’t begquestions with summaryjudgments.
But limit and illustrations—don’t grind boulders into sand.
If legislators signal theirunderstanding, move on.
5959
Answer QuestionsAnswer QuestionsDistinguish between questionsand commentaryReason -- Unless requested, there is no
need to respond to commentary.
Questions stem from:Need for affirmation of intuitive beliefs
Information gaps
Need for clarification
6060
Questions Legislators AskQuestions Legislators Ask
Side effects?
Are you sure?
Cost?
Funding?
Support and opposition?
Why do WE have to act?
What have other jurisdictions done?
6161
More About QuestionsMore About Questions
If fearful of questions, consider a“question and answer” briefing format.
Allow member to finish before answering.A question may become a comment.
Answer “Yes” or “No.” Pause, thenexplain. Don’t think out loud beforeanswering.
Request opportunity to furnish facts later ifunable to furnish them duringpresentation.
6262
The PosterThe Poster
Point 2Point 2BIGBIG p. 19p. 19
HandoutHandout--77--
Big MessageBig MessagePoint 1Point 1Point 2Point 2
EndEnd
The DocumentationThe Documentation
The Big DocumentThe Big Document
HandoutsHandouts
IndexedIndexed
BIGBIG
BIGBIG
VIPSVIPS