Bold Introduction
Body and Discussion
For all entrepreneurs, this portion is for you. To gratify your needs and to enlighten you on how to start a business presentation. Here are the basics.
Always start with a concrete plan to strengthen the body of your presentation. With that, your listeners can’t easily stab your presentation.
If you are discussing in a formal setting, pick a deck with gray colors, choose dominant colors, and then combine.
To balance the whole presentation, put some icebreakers and funny idioms about your topic. Make sure it is sensible.
It helps your audience to get intact through the presentation. Try to use signal transitions, such as words or phrases that would give interconnections.
Of course, images and charts are vital. Make sure to use HD photos and reliable maps from data websites.
After the presentation, evaluate it by asking your listeners if they have any questions.
Questions like these must be considered and answered in your presentation.
Watch this live Speech <p data-sourcepos="3:1-3:271">A form of communication involving spoken language, it is used to express ideas, share information, tell stories, persuade, or entertain. Public speaking is a powerful tool used in diverse contexts, ranging from casual conversations to formal presentations.</p><br /><h2 data-sourcepos="5:1-5:27"><strong>Components of a Speech:</strong></h2> <ul data-sourcepos="7:1-10:0"> <li data-sourcepos="7:1-7:73"><strong>Content:</strong> The information, message, or story conveyed through words.</li> <li data-sourcepos="8:1-8:106"><strong>Delivery:</strong> The vocal and physical presentation, including clarity, volume, gestures, and eye contact.</li> <li data-sourcepos="9:1-10:0"><strong>Structure:</strong> The organization of the content, typically following an introduction, body, and conclusion.</li> </ul> <h2 data-sourcepos="11:1-11:21"><strong>Speech in Action:</strong></h2> <ul data-sourcepos="13:1-17:0"> <li data-sourcepos="13:1-13:88"><strong>Informing:</strong> Sharing knowledge and facts, educating an audience on a specific topic.</li> <li data-sourcepos="14:1-14:119"><strong>Persuading:</strong> Advocating for a particular viewpoint, using arguments and evidence to influence thoughts or actions.</li> <li data-sourcepos="15:1-15:93"><strong>Motivating:</strong> Inspiring and energizing an audience, fostering action and positive change.</li> <li data-sourcepos="16:1-17:0"><strong>Entertaining:</strong> Engaging and delighting an audience through humor, storytelling, or creative language.</li> </ul> <h2 data-sourcepos="18:1-18:32"><strong>Public Speaking and Anxiety:</strong></h2> <p data-sourcepos="20:1-20:227">Many people experience <strong>public speaking anxiety</strong>, a fear of speaking in front of an audience. While it's common, effective preparation, practice, and breathing techniques can significantly reduce anxiety and improve delivery.</p><br /><h2 data-sourcepos="22:1-22:32"><strong>Different Types of Speeches:</strong></h2> <ul data-sourcepos="24:1-28:0"> <li data-sourcepos="24:1-24:81"><strong>Informative speech:</strong> Focuses on conveying information clearly and concisely.</li> <li data-sourcepos="25:1-25:102"><strong>Persuasive speech:</strong> Aims to convince the audience to adopt a particular viewpoint or take action.</li> <li data-sourcepos="26:1-26:99"><strong>Motivational speech:</strong> Inspires and energizes the audience, building enthusiasm and commitment.</li> <li data-sourcepos="27:1-28:0"><strong>Entertaining speech:</strong> Aim to amuse and delight the audience, often using humor, storytelling, or anecdotes.</li> </ul> <h2 data-sourcepos="29:1-29:33"><strong>Crafting a Compelling Speech:</strong></h2> <ul data-sourcepos="31:1-35:0"> <li data-sourcepos="31:1-31:106"><strong>Know your audience:</strong> Tailor your content and delivery to their interests, needs, and prior knowledge.</li> <li data-sourcepos="32:1-32:107"><strong>Have a clear message:</strong> Identify the main point you want to convey and structure your speech around it.</li> <li data-sourcepos="33:1-33:111"><strong>Engage your audience:</strong> Use varied vocal techniques, storytelling, and visual aids to keep them interested.</li> <li data-sourcepos="34:1-35:0"><strong>Practice, practice, practice:</strong> Rehearse your speech out loud to refine your delivery and build confidence.</li> </ul> <h2 data-sourcepos="36:1-36:13"><strong>Remember:</strong></h2> <p data-sourcepos="38:1-38:281">Speech is a powerful tool for communication, connection, and influence. By understanding its elements, addressing potential anxieties, and tailoring your delivery to different contexts, you can harness the power of speech to achieve your intended goals and captivate your audience.</p> " href="https://orai.com/glossary/speech/" data-gt-translate-attributes="[{"attribute":"data-cmtooltip", "format":"html"}]" tabindex="0" role="link">speech or business seminar to get different hooks and other strategies to impress your listeners with your business presentation:
As your supervisor and other executives watch you presenting, stand tall and present like a boss through these points.
It organizes the presentation and connects the main points to sub-points. With that, you can have minimal effort but impactful results.
Try to begin asking the “why’s,” furthermore, enlighten them of “hows.” How to conduct, how to execute, and how to surpass their limits.
Stop introducing your presentation with your name. Always start to implore your audience with no cliché intro.
You can be ideological, symbolic, and rhetorical, and these things are not yet easy to comprehend without visuals. That’s why it is essential to develop and expand your data to make it understandable.
Suppose you want to have a good impression when presenting a business proposal to your bosses and other hotshots. Watch this video on striking tips and techniques for a presentation:
Case study presentations are more technical, unlike the other displays. It should be specific, tangible, credible, and substantial.
Also, here are the vital points to follow.
Facing new students is challenging, right? If you want to get a good impression from your class in different situations, take a look at these tips.
Tell them briefly who you are and why you are there in front of them while showing the right conduct and manners.
The material or your material must be the center of any presentation. Discuss its factuality and how tangible it is. Along with these, tell stories that may catch their interest and attention throughout the presentation.
End it with a bang! Make them think and stare at you. You can also give them riddles and some metaphorical set of words as an ending remark .
Indeed, you will gain their participation, plus you are helping your listeners to think critically.
Become a pro presenter. Download Orai and start practicing
To give more emphasis on how to start a business presentation and to help young entrepreneurs. I’ll share with you this detailed outline. I hope you tuck this with you.
Always set the stage with objectives. Since you are presenting to get clients and investment, it would help if you cleared how long it takes your business proposal.
Never underestimate the power of storytelling. Initiate your presentation with real-life stories.
Stating provoking questions can grab attention, positive or negative, is a good result. It helps you to get your listener’s ears and eyes.
This recommendation is similar to a word game, the “4-pics, One Word,” demonstrating the idea or topic with photos will be more immersing.
Visuals are one of the key points to expand a presentation. They are depicting patterns, diagrams, and trends. Lend quick analysis and predictions.
By using graphics, you can easily sustain the interest of your listeners and attract more viewers.
Master your presentation and fill loops. And on your topic. Study the weak points and establish more of the strengths of the presentation.
With that, you can derive the information smoothly. Take note of this. It is also vital on how to start a Board Meeting <p data-sourcepos="3:1-3:200">A formal gathering of a company's board of directors, where they discuss strategic matters, review financial performance, make key decisions, and oversee the organization's governance.</p><br /><h2 data-sourcepos="5:1-5:21"><strong>Key Participants:</strong></h2> <ul data-sourcepos="7:1-11:0"> <li data-sourcepos="7:1-7:102"><strong>Board members:</strong> Elected or appointed individuals responsible for guiding the company's direction.</li> <li data-sourcepos="8:1-8:94"><strong>Executives:</strong> Company leaders like the CEO, CFO, and COO, who provide updates and reports.</li> <li data-sourcepos="9:1-9:88"><strong>Secretary:</strong> Oversees logistics, records minutes, and ensures compliance with rules.</li> <li data-sourcepos="10:1-11:0"><strong>Legal counsel:</strong> Offers guidance on legal matters and ensures adherence to regulations.</li> </ul> <h2 data-sourcepos="12:1-12:12"><strong>Purpose:</strong></h2> <ul data-sourcepos="14:1-19:0"> <li data-sourcepos="14:1-14:78"><strong>Strategic planning:</strong> Setting the company's long-term direction and goals.</li> <li data-sourcepos="15:1-15:81"><strong>Financial oversight:</strong> Reviewing financial reports, budgets, and investments.</li> <li data-sourcepos="16:1-16:86"><strong>Risk management:</strong> Identifying and mitigating potential risks to the organization.</li> <li data-sourcepos="17:1-17:76"><strong>Executive evaluation:</strong> Assessing the performance of company leadership.</li> <li data-sourcepos="18:1-19:0"><strong>Decision-making:</strong> Approving key initiatives, investments, and policies.</li> </ul> <h2 data-sourcepos="20:1-20:11"><strong>Format:</strong></h2> <ul data-sourcepos="22:1-25:0"> <li data-sourcepos="22:1-22:43">Varies based on company size and culture.</li> <li data-sourcepos="23:1-23:91">Typically includes presentations, discussions, voting on proposals, and Q&A sessions.</li> <li data-sourcepos="24:1-25:0">It may be formal with strict agendas or more informal with brainstorming sessions.</li> </ul> <h2 data-sourcepos="26:1-26:26"><strong>Public Speaking Roles:</strong></h2> <ul data-sourcepos="28:1-30:0"> <li data-sourcepos="28:1-28:125"><strong>CEO and other executives:</strong> Act as a <strong>public speaker</strong>, presenting reports, answering questions, and defending proposals.</li> <li data-sourcepos="29:1-30:0"><strong>Board members:</strong> May participate in discussions, ask questions, and occasionally propose or speak in favor of motions.</li> </ul> <h2 data-sourcepos="31:1-31:39"><strong>Addressing Public Speaking Anxiety:</strong></h2> <ul data-sourcepos="33:1-36:0"> <li data-sourcepos="33:1-33:87">Many executives and board members face <strong>public speaking anxiety</strong> in these meetings.</li> <li data-sourcepos="34:1-34:93">Preparation, practicing presentations, and visualization techniques can help manage nerves.</li> <li data-sourcepos="35:1-36:0">Some companies hire <strong>public speaking coaches</strong> to offer personalized guidance and improve communication skills.</li> </ul> <h2 data-sourcepos="37:1-37:248"><strong>Remember:</strong></h2> <p data-sourcepos="37:1-37:248">Effective board meetings require clear communication, active participation, and informed decision-making. By understanding the format, roles, and potential challenges, participants can contribute to a productive and impactful session.</p> " href="https://orai.com/glossary/board-meeting/" data-gt-translate-attributes="[{"attribute":"data-cmtooltip", "format":"html"}]" tabindex="0" role="link">board meeting presentation.
Put the top 10 successful corporations, traders, companies, and other information that may help you present your goal. Flash the motto of some famous entrepreneurs. Analyze or contradict it to gain more attention.
Try to spiel some business jokes as an icebreaker. Any possible facts about business that you can use — catch it!
Play videos like a Public Service Announcement (PSA), but make sure it is connected to your topic.
Learn how to start a business presentation that has movement and action for society. With that, your listeners may think your presentation is worth investing in.
Stay calm and don’t even think about drawbacks or shortcomings, especially the night before the presentation.
Make sure to pamper your body. Create also a plan B for unexpected circumstances.
In your run-through, always set a timer. It gives you a heads up if you may look rushing or too slow in explaining each slide.
Being not responsible for other people’s time is a turn-off, especially in business, where time is essential in the industry.
To present other samples wisely. Let me share some videos to rock and how to start a presentation:
Successful presentations like “How Google Works” and “Start with Why” prove the power of Clarity <p data-sourcepos="3:1-3:269">In <strong>public speaking</strong>, <strong>clarity</strong> refers to the quality of your message being readily understood and interpreted by your audience. It encompasses both the content and delivery of your speech, ensuring your message resonates and leaves a lasting impact.</p><br /><h2 data-sourcepos="5:1-5:16"><strong>Key Aspects:</strong></h2> <ul data-sourcepos="7:1-13:0"> <li data-sourcepos="7:1-7:133"><strong>Conciseness:</strong> Avoid unnecessary details, digressions, or excessive complexity. Focus on delivering the core message efficiently.</li> <li data-sourcepos="8:1-8:149"><strong>Simple language:</strong> Choose words and phrases your audience understands readily, avoiding jargon or technical terms unless you define them clearly.</li> <li data-sourcepos="9:1-9:145"><strong>Logical structure:</strong> Organize your thoughts and ideas logically, using transitions and signposts to guide your audience through your message.</li> <li data-sourcepos="10:1-10:136"><strong>Effective visuals:</strong> If using visuals, ensure they are clear, contribute to your message, and don't distract from your spoken words.</li> <li data-sourcepos="11:1-11:144"><strong>Confident delivery:</strong> Speak clearly and articulately, avoiding mumbling or rushing your words. Maintain good eye contact with your audience.</li> <li data-sourcepos="12:1-13:0"><strong>Active voice:</strong> Emphasize active voice for better flow and avoid passive constructions that can be less engaging.</li> </ul> <h2 data-sourcepos="14:1-14:24"><strong>Benefits of Clarity:</strong></h2> <ul data-sourcepos="16:1-20:0"> <li data-sourcepos="16:1-16:123"><strong>Enhanced audience engagement:</strong> A clear message keeps your audience interested and helps them grasp your points easily.</li> <li data-sourcepos="17:1-17:123"><strong>Increased credibility:</strong> Clear communication projects professionalism and expertise, building trust with your audience.</li> <li data-sourcepos="18:1-18:111"><strong>Improved persuasiveness:</strong> A well-understood message is more likely to resonate and win over your audience.</li> <li data-sourcepos="19:1-20:0"><strong>Reduced confusion:</strong> Eliminating ambiguity minimizes misinterpretations and ensures your message arrives as intended.</li> </ul> <h2 data-sourcepos="21:1-21:15"><strong>Challenges:</strong></h2> <ul data-sourcepos="23:1-27:0"> <li data-sourcepos="23:1-23:129"><strong>Condensing complex information:</strong> Simplifying complex topics without sacrificing crucial details requires skill and practice.</li> <li data-sourcepos="24:1-24:128"><strong>Understanding your audience:</strong> Tailoring your language and structure to resonate with a diverse audience can be challenging.</li> <li data-sourcepos="25:1-25:85"><strong>Managing nerves:</strong> Nerves can impact your delivery, making it unclear or rushed.</li> <li data-sourcepos="26:1-27:0"><strong>Avoiding jargon:</strong> Breaking technical habits and simplifying language requires constant awareness.</li> </ul> <h2 data-sourcepos="28:1-28:22"><strong>Improving Clarity:</strong></h2> <ul data-sourcepos="30:1-35:0"> <li data-sourcepos="30:1-30:117"><strong>Practice and rehearse:</strong> The more you rehearse your speech, the more natural and clear your delivery will become.</li> <li data-sourcepos="31:1-31:107"><strong>Seek feedback:</strong> Share your draft speech with others and ask for feedback on clarity and comprehension.</li> <li data-sourcepos="32:1-32:161"><strong>Consider a public speaking coach:</strong> A coach can provide personalized guidance on structuring your message, simplifying language, and improving your delivery.</li> <li data-sourcepos="33:1-33:128"><strong>Join a public speaking group:</strong> Practicing in a supportive environment can help you gain confidence and refine your clarity.</li> <li data-sourcepos="34:1-35:0"><strong>Listen to effective speakers:</strong> Analyze how clear and impactful others achieve communication.</li> </ul> <h2 data-sourcepos="36:1-36:250"><strong>Remember:</strong></h2> <p data-sourcepos="36:1-36:250"><strong>Clarity</strong> is a cornerstone of impactful <strong>public speaking</strong>. By honing your message, focusing on delivery, and actively seeking feedback, you can ensure your audience receives your message clearly and leaves a lasting impression.</p> " href="https://orai.com/glossary/clarity/" data-gt-translate-attributes="[{"attribute":"data-cmtooltip", "format":"html"}]" tabindex="0" role="link">clarity and simplicity. Both Schmidt and Sinek captivate audiences with straightforward messages enhanced by visuals (slides or whiteboard) that support, not overpower, their narratives. The lesson: ditch complexity, focus on your core message, and deliver it with a conviction for maximum impact.
Effective group presentations require thorough rehearsal, clean transitions, and speaker handovers. Recap your section, introduce the next speaker, and gesture towards them to link sections and keep the audience engaged.
Ditch the podium! Move around the stage to grab attention, connect with listeners, and emphasize key points. Strategic shifts in location signal transitions, while your energy and passion come alive through purposeful movement. Make your presentation dynamic and memorable – get moving!
To master the “remaining method,” Briefly introduce the controversy, dive deep with your side (logos & pathos!), acknowledge and dissect opposing solutions, and then unveil your “remaining solution” as the superior answer. Wrap up with a strong summary and a call to action. Guide your audience, earn trust, and win them over!
Ditch the dry facts! Captivate your audience with stories. Use classic structures like the hero’s journey or jump into the action with “in media res.” Craft your narrative with a clear plot, relatable characters, and a consistent tone. Tie it all back to your key points for maximum impact. Storytelling makes presentations memorable, engaging, and impactful – go forth and win hearts (and minds)!
Hook them, hit them, fix them! Problem-solution presentations start with a clear pain point, delve deep with causes and impacts (think logic and emotions!), and then unveil your solution as the hero and its amazing benefits. Finish with a call to action – tell them what to do next! Simple, powerful, persuasive.
Forget the slides; show and tell! Demo presentations explain the “what” and “why” of your product, then dazzle with a live showcase. Highlight problem-solving and potential uses to keep them hooked. Leave them curious and wanting more with a glimpse of what your product can truly do. It’s all about interactive understanding and engagement!
Q&A isn’t just an add-on! It’s a chance to clear confusion, recap key points, and answer burning questions. Wrapping up the discussion, offering deeper dives, and inviting audience participation – it’s the perfect way to seal the deal and connect with your listeners.
Ditch the tangents and deliver on your promises! The main body is where you unpack your points. Organize it clearly, hit each topic with evidence and examples, summarize as you go, and link your ideas. Keep it focused, relevant, and audience-friendly – take notes, stay on track, and make your impact!
Hook, roadmap, and expectations – that’s your intro! Briefly introduce the topic, explain why it matters and what you’ll cover, and tell the audience how long they’re in for and if they can participate. Set the stage, guide them through, and make them feel comfortable – then dive in!
Get organized, and get remembered! Structure keeps your audience engaged and learning while boosting your Confidence <p data-sourcepos="3:1-3:305">In the context of <strong>public speaking</strong>, <strong>confidence</strong> refers to the belief in one's ability to communicate effectively and deliver one's message with clarity and impact. It encompasses various elements, including self-belief, composure, and the ability to manage one's <strong>fear of public speaking</strong>.</p><br /><h2 data-sourcepos="5:1-5:16"><strong>Key Aspects:</strong></h2> <ul data-sourcepos="7:1-12:0"> <li data-sourcepos="7:1-7:108"><strong>Self-belief:</strong> A strong conviction in your knowledge, skills, and ability to connect with your audience.</li> <li data-sourcepos="8:1-8:95"><strong>Composure:</strong> Maintaining calmness and poise under pressure, even in challenging situations.</li> <li data-sourcepos="9:1-9:100"><strong>Assertiveness:</strong> Expressing your ideas clearly and concisely, avoiding hesitation or self-doubt.</li> <li data-sourcepos="10:1-10:104"><strong>Positive self-talk:</strong> Countering negative thoughts with affirmations and focusing on your strengths.</li> <li data-sourcepos="11:1-12:0"><strong>Strong body language:</strong> Using gestures, posture, and eye contact that project confidence and professionalism.</li> </ul> <h2 data-sourcepos="13:1-13:27"><strong>Benefits of Confidence:</strong></h2> <ul data-sourcepos="15:1-19:0"> <li data-sourcepos="15:1-15:99"><strong>Reduced anxiety:</strong> Feeling confident helps manage <strong>fear of public speaking</strong> and stage fright.</li> <li data-sourcepos="16:1-16:133"><strong>Engaging delivery:</strong> Confident speakers project their voices, hold eye contact, and connect with their audience more effectively.</li> <li data-sourcepos="17:1-17:137"><strong>Increased persuasiveness:</strong> A confident presentation inspires belief and motivates your audience to listen and remember your message.</li> <li data-sourcepos="18:1-19:0"><strong>Greater impact:</strong> Confidently delivered speeches leave a lasting impression and achieve desired outcomes.</li> </ul> <h2 data-sourcepos="20:1-20:15"><strong>Challenges:</strong></h2> <ul data-sourcepos="22:1-26:0"> <li data-sourcepos="22:1-22:112">Overcoming <strong>fear of public speaking</strong>: Many people experience some level of anxiety when speaking publicly.</li> <li data-sourcepos="23:1-23:101"><strong>Imposter syndrome:</strong> Doubting your abilities and qualifications, even when objectively qualified.</li> <li data-sourcepos="24:1-24:92"><strong>Negative self-talk:</strong> Internalized criticism and limiting beliefs can hamper confidence.</li> <li data-sourcepos="25:1-26:0"><strong>Past negative experiences:</strong> Unsuccessful presentations or negative feedback can erode confidence.</li> </ul> <h2 data-sourcepos="27:1-27:24"><strong>Building Confidence:</strong></h2> <ul data-sourcepos="29:1-36:0"> <li data-sourcepos="29:1-29:102"><strong>Practice and preparation:</strong> Thoroughly rehearse your speech to feel comfortable with the material.</li> <li data-sourcepos="30:1-30:101"><strong>Visualization:</strong> Imagine yourself delivering a successful presentation with confidence and poise.</li> <li data-sourcepos="31:1-31:100"><strong>Positive self-talk:</strong> Actively replace negative thoughts with affirmations about your abilities.</li> <li data-sourcepos="32:1-32:106"><strong>Seek feedback:</strong> Ask trusted individuals for constructive criticism and use it to improve your skills.</li> <li data-sourcepos="33:1-33:157">Consider a <strong>speaking coach</strong>: Working with a coach can provide personalized guidance and support to address specific challenges and confidence barriers.</li> <li data-sourcepos="34:1-34:114"><strong>Start small:</strong> Gradually increase the size and complexity of your speaking engagements as you gain experience.</li> <li data-sourcepos="35:1-36:0"><strong>Focus on progress:</strong> Celebrate small successes and acknowledge your improvement over time.</li> </ul> <h2 data-sourcepos="37:1-37:282"><strong>Remember:</strong></h2> <p data-sourcepos="37:1-37:282"><strong>Confidence</strong> in public speaking is a journey, not a destination. By actively practicing, embracing feedback, and focusing on your strengths, you can overcome <strong>fear of public speaking</strong> and develop the <strong>confidence</strong> to deliver impactful and memorable presentations.</p> " href="https://orai.com/glossary/confidence/" data-gt-translate-attributes="[{"attribute":"data-cmtooltip", "format":"html"}]" tabindex="0" role="link">confidence and delivery. It’s a win-win for both the speaker and the listener!
To be an effective speaker or presenter, you must master how to start a presentation. Learn the basics and dynamics.
Earn persuasive skills and grasp how to start a PowerPoint presentation with the steps and tips above to disseminate the information in a free-lingual way effectively.
I hope you find this helpful; you are free to use these tips for any goals.
You can try Orai , an AI-powered Speech Coach <p data-sourcepos="3:1-3:411">A <strong>speech coach</strong> is a trained professional who provides personalized guidance and support to individuals seeking to improve their <strong>public speaking</strong> skills. Whether you aim to <strong>master public speaking</strong> for professional presentations, overcome stage fright, or simply hone your everyday communication, a <strong>speech coach</strong> can tailor their expertise to meet your needs and goals.</p><br /><h2 data-sourcepos="5:1-5:32"><strong>What Does a Speech Coach Do?</strong></h2> <ul data-sourcepos="7:1-13:0"> <li data-sourcepos="7:1-7:124"><strong>Conduct assessments:</strong> Analyze your strengths, weaknesses, and communication style through evaluations and observations.</li> <li data-sourcepos="8:1-8:149"><strong>Develop personalized plans:</strong> Create a customized roadmap with exercises, techniques, and feedback to address your specific areas of improvement.</li> <li data-sourcepos="9:1-9:167"><strong>Offer expert instruction:</strong> We will guide you through various aspects of public speaking, including vocal control, body language, content delivery, and overcoming anxiety.</li> <li data-sourcepos="10:1-10:168"><strong>Provide practice opportunities:</strong> Facilitate mock presentations, simulations, and role-playing scenarios to refine your skills in a safe and supportive environment.</li> <li data-sourcepos="11:1-11:114"><strong>Offer constructive feedback:</strong> Identify areas for improvement and suggest strategies for achieving your goals.</li> <li data-sourcepos="12:1-13:0"><strong>Boost confidence and motivation:</strong> Encourage and support you throughout your journey, empowering you to become a confident and impactful communicator.</li> </ul> <h2 data-sourcepos="14:1-14:40"><strong>Who Can Benefit from a Speech Coach?</strong></h2> <ul data-sourcepos="16:1-20:0"> <li data-sourcepos="16:1-16:174"><strong>Professionals:</strong> Refining public speaking skills can benefit executives, entrepreneurs, salespeople, leaders, and anyone who presents in professional settings.</li> <li data-sourcepos="17:1-17:160"><strong>Students:</strong> Teachers, public speakers, debaters, and students wanting to excel in presentations or classroom settings can gain valuable skills with a coach.</li> <li data-sourcepos="18:1-18:176"><strong>Individuals who fear public speaking:</strong> Coaching can help those who experience anxiety or nervousness when speaking in public develop strategies and gain confidence.</li> <li data-sourcepos="19:1-20:0"><strong>Anyone seeking to improve communication:</strong> A coach can provide guidance to individuals seeking to enhance their communication skills for personal or professional development.</li> </ul> <h2 data-sourcepos="21:1-21:28"><strong>Types of Speech Coaches:</strong></h2> <ul data-sourcepos="23:1-26:0"> <li data-sourcepos="23:1-23:110"><strong>Private coaches:</strong> Work one-on-one with individuals to provide highly personalized attention and feedback.</li> <li data-sourcepos="24:1-24:130"><strong>Group coaches:</strong> Offer workshops or classes in group settings, often at a lower cost but with less individualized attention.</li> <li data-sourcepos="25:1-26:0"><strong>Specialization coaches:</strong> Some coaches specialize in executive communication, storytelling, or presentation design.</li> </ul> <h2 data-sourcepos="27:1-27:35"><strong>Finding the Right Speech Coach:</strong></h2> <ul data-sourcepos="29:1-33:0"> <li data-sourcepos="29:1-29:91"><strong>Identify your goals:</strong> What areas do you want to improve? What are your specific needs?</li> <li data-sourcepos="30:1-30:109"><strong>Research credentials and experience:</strong> Look for qualified coaches with relevant experience and expertise.</li> <li data-sourcepos="31:1-31:122"><strong>Consider availability and budget:</strong> Set a budget and explore options that fit your schedule and financial constraints.</li> <li data-sourcepos="32:1-33:0"><strong>Schedule consultations:</strong> Talk to potential coaches to assess their personality, approach, and compatibility with your needs.</li> </ul> <h2 data-sourcepos="34:1-34:418"><strong>Remember:</strong></h2> <p data-sourcepos="34:1-34:418">Investing in a <strong>speech coach</strong> can be a transformative experience, enhancing your communication skills, boosting your confidence, and empowering you to achieve your communication goals. Whether you're a seasoned professional or just starting your journey, consider exploring the potential of working with a <strong>speech coach</strong> to unlock your full potential as a communicator and <strong>master public speaking</strong>.</p> " href="https://orai.com/glossary/speech-coach/" data-gt-translate-attributes="[{"attribute":"data-cmtooltip", "format":"html"}]" tabindex="0" role="link">speech coach that perfectly suits your budget! They provide instant feedback on you to help with your public speaking needs. Start your free trial with Orai today!
How many words is a 5-minute speech, good attention getters for speeches with 10+ examples, quick links.
Automated page speed optimizations for fast site performance
Last Updated: May 24, 2024 Fact Checked
This article was co-authored by Patrick Muñoz . Patrick is an internationally recognized Voice & Speech Coach, focusing on public speaking, vocal power, accent and dialects, accent reduction, voiceover, acting and speech therapy. He has worked with clients such as Penelope Cruz, Eva Longoria, and Roselyn Sanchez. He was voted LA's Favorite Voice and Dialect Coach by BACKSTAGE, is the voice and speech coach for Disney and Turner Classic Movies, and is a member of Voice and Speech Trainers Association. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 247,976 times.
Whether at work, school, or a professional conference or workshop, group presentations are something you might find yourself giving from time to time. Introductions are part of any public speaking , so it’s good to know a few guidelines for introducing the person who’s speaking after you in a presentation. We want to help you nail your next presentation , so we put together this list of tips to make transitional introductions a breeze!
Restate the main points in your section of the presentation, then ask a "what if" question related to what the next presenter is going to talk about. State the person's name, professional title, and any other background info. Make eye contact with the presenter and motion them on stage or say "Come on up!"
Don’t miss out! Sign up for
wikiHow’s newsletter
When you’re asked to present as part of a panel of experts or a team making a sales pitch, you might think that there is safety in numbers and that you need to prepare less than if you were speaking on your own.
The truth is that, for your audience, a group presentation is only as strong as its weakest presenter. Here’s how to help your team create a strong and unified group presentation .
The three ingredients to develop and deliver a unified group presentation are clarity, control, and commitment.
Clarity of roles, clarity of message, control introductions, control transitions, control time and space, commit to a schedule, commit to rehearsing.
Incorporating these elements will give your audience a “seamless” message.
Just as your presentation will have a clear purpose, expressed in a thesis statement, your group should create a Charter Statement that explicitly captures the group’s desired outcome.
The charter is different from a thesis statement. The thesis specifically frames the presentation message whereas the charter frames your group’s purpose. This Charter Statement becomes the test of everything that will go into the presentation and help guide the efforts of the team. The charter and the thesis may overlap, but even your thesis statement must be tested against the group’s Charter.
For example, if your group agrees that your general purpose is to sell your product, and, more specifically, you know that the key decision maker in the audience is leery about cutting checks to companies like yours, build that into your Charter Statement.
The purpose of our presentation is to sell our Product to ABC Company by overcoming the objections of the company’s Purchasing Officer through clear examples of how our Product provides a fast return on investment.
The Charter Statement will come in handy when you have a team member who may want to go “off track” to tell personal anecdotes that don’t pass the test of the group’s charter.
Personalities come into play when groups meet to develop presentations. Jockeying for position and ego struggles can quickly deplete the group’s momentum, resulting in hurt feelings and, potentially, a weaker presentation. Providing clarity to group roles helps to establish expectations and keep the entire group moving towards a common objective: a great group presentation.
“ Developing clarity within your group will help you develop a clear message for your audience. ”
Identify the roles your group needs during message development. For example, to ensure that team members are meeting assignments, select a Project Manager . This person isn’t the “boss of the presentation”, but rather will focus on schedule and assignments.
Other roles could include a Gap Analyst who is responsible for identifying “gaps” in content and support materials (handouts, graphics, etc.), which in turn could work closely with other roles within the group like the Chief Researcher .
Capitalize on the unique personalities within your group to develop roles that work well for all, but be sure to discuss the roles openly so they are clear to everyone.
Instead of writing “speeches” for each individual speaker , try creating one master presentation , a unified narrative, and then decide who speaks to which points, and when.
This is a shift from the traditional segmented method of group presentations where often group members are directed to “give five minutes of talking” and then are left to develop content independently.
In a master presentation, each speaker may weave in and out at various points during the presentation. When done well, this fluid dynamic can hold an audience’s attention better by offering a regular change in speakers’ voices and presence.
By using a master presentation, your group will ensure that each of the presenters will stay “on script” and use cohesive language, smooth transitions, and (when using visuals) consistent graphics.
Your audience notices how your group introduces itself, so plan those introductions with your presentation.
Your presentation may be part of a larger event that includes an emcee who will introduce the team. If so, be sure that you provide pertinent information to the emcee that will allow her/him to generate interest in your presentation even before you begin speaking.
If your group is responsible for making its own introductions, however, you will need to decide if you will introduce your group members in the beginning, or when they first speak. Your group also will need to decide if each member introduces her/himself, or if one member will introduce everyone.
There is no one right way to do introductions, but your group must decide how to do them before the day of the presentation.
Decide how you are going to “hand off” from one speaker to the next. In the “master presentation” approach, you may want to consider simply have speakers pick up a narrative right where the previous speaker left off.
“ Your audience notices how your group introduces itself, so plan those introductions with your presentation. ”
If you use the more traditional segmented approach, each speaker may cue the subsequent speakers by identifying them and their subject matter. For example:
“…and speaking of quality control, no one is more qualified the Bob Johnson. Bob is going to tell us about how this team will deliver a quality project for you.”
Another option is to assign a group emcee who will handle transitions between presentation sections. Your group will need to determine which option makes the most sense based on your presentation style and audience expectations.
Multiple speakers translate to occupying more physical space, and the potential to gobble up more time with introductions and transitions.
If you will be presenting in a small room, consider where each speaker needs to be positioned to quickly reach the speaking area, and whether they will sit or stand when not speaking.
Your presentation must fit within your allotted time, so you will need to time your group’s presentation, including equipment set up, introductions, and transitions.
Once you know the date of your presentation, create a schedule that includes specific milestones, such as “presentation draft due” and “final rehearsal”. Having a specific schedule allows members either to agree to the group’s expectations or to offer dates that better fit their personal schedules.
Additionally, you can assign specific responsibilities to the scheduled milestones; for example, who is responsible for bringing the handouts, projector, and laptop to the presentation?
“ If you find group members who lack the commitment to rehearse, consider finding group members who will commit. ”
Rehearsing is one of the most important steps for presentation success. Have your team members agree from day one that they will make themselves available to practice with the group.
If you find group members who lack the commitment to rehearse, consider finding group members who will commit. Practice makes perfect, and no rehearsal means your group doesn’t know what will happen to the content, timing, or quality of the presentation. Do those sound like things your group would like to leave to chance?
Once your formal presentation is over, you may see some raised hands in the audience, ready to pepper your group with questions. Your presentation is not over yet. How you handle those questions is as important as the presentation itself. A well-done presentation means nothing if presenters fumble questions so badly that they appear incompetent.
Have each member develop a list of potential questions and then, as a group, review the list. Discuss who will be responsible for handling which types of questions. Are there any questions important enough to build into the presentation?
By incorporating these three ingredients into your next group presentation process, you will find that you not only develop a presentation that your audience loves, but your group will transform from a rag-tag group of speakers into a dynamic presenting team.
This is one of many public speaking articles featured on Six Minutes . Subscribe to Six Minutes for free to receive future articles.
Image credit: Person: Pyramid by FreeImages.com/Sigurd Decroos ( license ); Successful by FreeImages.com/ilker ( license ); Team by FreeImages.com/Asif Akbar ( license )
E-Mail (hidden)
Follow Us |
Great article — what I have found over the years with group presentations (2 or more people) is that the transitions are critical for success. Done well, with good chemistry, and a group presentation is fun to watch. Done badly, with awkward moments, and a group presentation becomes a group debacle.
How to Deliver Group Presentations: The Unified Team Approach http://bit.ly/3xVq3Z II nice read — Harish Nair Nov 4th, 2009
How to Deliver Group Presentations: The Unified Team Approach via @6minutes #eventprofs http://ow.ly/EHEP — Jeff Hurt Nov 23rd, 2009
Just did a group pitch — NOT easy RT @JeffHurt: How to Deliver Group Presentations via @6minutes #eventprofs http://ow.ly/EHEP — LucyHackman Nov 23rd, 2009
推荐了文章:How to Deliver Group Presentations: The Unified Team Approach( http://XianGuo.com/item/758830453 )。 — AT Chen Nov 29th, 2009
@robert_g_turner You may enjoy my article on group presentations. http://t.co/F5DwBbkD — Chaunce Stanton May 8th, 2012
My students are starting their Team Teaching Presentations this week. I think I'll share this with them: http://t.co/KLu0mAOX #techcomm — Nicholas Carrigg Oct 1st, 2012
#furlongspeechclass READ THIS! How to Deliver Group Presentations: The Unified Team Approach http://t.co/kXGGwFk9Eq via @6minutes — @speechteach912 Apr 22nd, 2014
@Chaunce_Stanton Hi Stanton, I have just read your article on group presentation. I found it really helpful for me. http://t.co/nVClZrr5ok — @iamdpnkr Sep 30th, 2014
How to Deliver Group Presentations: The Unified Team Approach http://t.co/61Qwr9EuuK via @6minutes — @tgillihan Aug 19th, 2015
#FridayRead Learn How to Deliver Group Presentations, Using The Unified Team Approach and tell us how it works- https://t.co/uXCIVoqEJK — @_MyPath101 Nov 3rd, 2017
Develop A Content Driven Online Marketing Strategy: Be The Ball Danny! « Affiliate Marketing Videos & More — Nov 5th, 2009
EduLinks: Eyes, Education, Essays & an EBook « TheUniversityBlog — Nov 18th, 2009
Help! I have to be in a debate! « If you speak well you can do well. — Mar 28th, 2012
How To Present In A Duo Or Group | Creating Communication — Jul 28th, 2013
[ ] | [ ] | [ ] |
[ ] | [ ] | [ ] |
[ ] | [ ] | [ ] |
Follow Six Minutes |
Six Minutes Copyright © 2007-2019 All Rights Reserved.
Read our permissions policy , privacy policy , or disclosure policy .
Comments? Questions? Contact us .
04-18-2024 CAREER EVOLUTION
Focus on strong planning, transition, and Q&A execution.
[Photo: Cecilie Skjold Wackerhausen/peopleimages.com/Adobe Stock]
BY Matt Abrahams 4 minute read
Facing an audience alone can be anxiety-producing. But copresenting with others brings its own set of challenges as well: from confusion to unclear roles.
I once taught a class in which students were required to deliver a group presentation on the topic of their choice. One group told me they would be speaking about whales, but failed to coordinate their talk. I think they were as surprised as I was when one member discussed the marine mammal whales, one treated us to some enlightening information about the country of Wales, and a third proceeded to give us an overview of the Wailing Wall in Jerusalem!
Thankfully, most teams do a better job of coordination than my students did. In fact, just a bit of planning and collaboration beforehand can minimize the potential messiness of team talks and allow the benefits (diverse perspectives, time efficiency, teamwork, etc.) to shine. When you coordinate your work together, communication can flow smoothly and your presentation will look like a unified effort, rather than disparate talks thrown together under a single heading.
You don’t have to synchronize and coordinate every word, but the three elements that will make the most difference in your group presentation are planning, transitioning, and executing a strong Q&A. Here are three keys to giving a great group presentation:
Before you get in front of your audience, it’s critical to align on your group’s goal, the depth and road map of your content, and the tone of your presentation. Discuss these questions before crafting content:
When moving from one speaker to the next, you need to transition both topic and presenter. Too often presenters will simply say, “And here is Sven . . .” and hand over the microphone. Instead, offer a more complete transition that allows your audience to mentally shift from one section of your talk to the next. For instance, “Now that we all understand the significance of the problem, Sven will come up and share our proposed solution.”
If you are presenting in person, there is a delicate dance when one presenter relinquishes the stage to the next person. These transitions work best when the current presenter turns to face the direction the next presenter is coming from, then waits until the new presenter takes center stage before exiting. If you need to pass a remote slide advancer and/or microphone, extend the equipment to the new presenter and allow them to take it. Think of it as “passing the baton” in a relay race; to avoid a literal mic drop, someone’s hand needs to be on these at all times. This exchange also allows you to symbolically pass authority to the next presenter.
Going from broadcasting information to interacting with your audience is a critical shift. A Q&A section allows the audience to engage in dialog with the presenting team. It also invites deeper understanding for the audience and allows the presenters to gauge how well the audience has understood their message. When this shift is handled adeptly, the team preserves their credibility and authority.
Here are three suggestions to make this portion of your presentation a success:
Successful group presentations are like scenes in a stage play. Knowing your role, agreeing on timing, paying attention to details, and practicing will create a positive experience for your team members and will enhance your ability to successfully convey your message to your audience.
And here is some bonus advice for virtual team presentations: Always test mic levels so that everyone’s sound level is even, work to have the same level of lighting, coordinate virtual backgrounds to give a sense of cohesion, and have each member position their bodies in their stage areas the same way.
More and more of our communication is occurring in teams. By taking some time to coordinate and give feedback in advance, we can maximize the benefit of team presenting and avoid barriers to success.
Matt Abrahams is a lecturer at Stanford Graduate School of Business, the author of Think Faster, Talk Smarter: How to Speak Successfully When You’re Put on the Spot and Speaking Up Without Freaking Out , and the host of the Think Fast, Talk Smart podcast.
Apply to the Most Innovative Companies Awards and be recognized as an organization driving the world forward through innovation. Final deadline: Friday, October 4.
ABOUT THE AUTHOR
Matt Abrahams is a lecturer at Stanford Graduate School of Business, the author of Think Faster, Talk Smarter: How to Speak Successfully When You're Put on the Spot and Speaking Up Without Freaking Out , and the host of Think Fast, Talk Smart ThePodcast . More
Audrey lucas, 25 jun 2018.
In both school and business, group presentations require teamwork, collaboration and planning. These group assignments result in comprehensive presentations that benefit from the strengths and ideas of various group members. With careful planning and a clear distribution of responsibilities, members of a group can avoid conflict and and work together effectively on a group presentation. After mapping out the presentation, all group members should participate in delivering it to the audience. When presenting, the introduction will set the tone for your presentation and determine whether you will have the attention of your audience.
Capture the attention of your audience immediately by asking thought-provoking questions, providing startling facts and statistics or using relevant props. For a presentation about a serious political, moral or health topic, open with a question that makes the audience feel something about the subject. Use sentences that begin with "Would you ever," "What would you do if" and "Why do you think that" to make the subject personal to the audience. When presenting lighter topics, use attention getting props, such as costumes or diagrams to build interest.
Each member of your group should address a designated theme or aspect of the presentation topic. Choose a leader to introduce the group members. Each group member will briefly address the audience, stating their name, role in the presentation and intentions for presenting. Establish credibility with the audience by calling their attention to your research of and experience with the topic. Audience members will take group members more seriously during the presentation after getting to know them through a brief introduction.
According to the U.S. Department of Labor, audience members retain 65 percent of information from oral presentations that include visual aids compared to the 10 percent retained without them. Hand out one-page outlines of your presentation to the audience stating the main points you will cover. Briefly read through the outline to prepare the audience for the presentation and invite them to take notes directly on the provided outline. Writing the information you present will keep the audience focused on your presentation and provide them with material to review later.
Based in Southern California, Audrey Lucas has nine years of experience teaching preschool children. She contributes to the parenting section of her local children's magazine. Lucas graduated from California State University, San Marcos, in 2006, earning a Bachelor of Arts in liberal studies with an emphasis in literature and writing.
Regardless of how old we are, we never stop learning. Classroom is the educational resource for people of all ages. Whether you’re studying times tables or applying to college, Classroom has the answers.
© 2020 Leaf Group Ltd. / Leaf Group Media, All Rights Reserved. Based on the Word Net lexical database for the English Language. See disclaimer .
Advanced Search
Background There is an intricate relationship between the mind and the body in experiences of health and wellbeing. This can result in complexity of both symptom presentation and experience. Although the contribution of life trauma to illness experience is well described, this is not always fully recognised or addressed in healthcare encounters. Negotiating effective and acceptable trauma-informed conversations can be difficult for clinicians and patients.
Aim To explore the experience of primary care practitioners caring for women through a trauma-informed care lens.
Design and setting Qualitative study in the general practice setting of England, with reflections from representatives of a group with lived experience of trauma.
Method This was a secondary thematic analysis of 46 qualitative interviews conducted online/by telephone to explore primary care practitioners’ experiences of supporting women’s health needs in general practice, alongside consultation with representatives of a lived-experience group to contextualise the findings.
Results Four themes were constructed: ‘you prioritise physical symptoms because you don’t want to miss something’; you do not want to alienate people by saying the wrong thing; the system needs to support trauma-informed care; and delivering trauma-informed care takes work that can have an impact on practitioners.
Conclusion Primary care practitioners are aware of the difficulties in discussing the interface between trauma and illness with patients, and request support and guidance in how to negotiate this supportively. Lack of support for practitioners moves the focus of trauma-informed care from a whole-systems approach towards individual clinician–patient interactions.
As evident in the Women’s Health Strategy for England 1 and its underlying public consultation, 2 women’s health is complex and embedded in historical dismissal and stigma. There is an intricate relationship between the mind and the body in experiences of health and wellbeing. One facet of this complexity includes the possible contribution of trauma to the woman’s illness experience. The physical response to, and pathways of bodily damage as a result of, the hormonal environment of chronic stress has revealed links between unresolved emotional distress and autoimmune conditions. 3 Trauma has an impact on people in different ways. Although some people make positive adjustments, others experience mental ill health and/or develop physical symptoms from emotional distress. 4 This can result in complexity both in symptom presentation and health experience.
Trauma can result from an event, series of events, or set of circumstances that is experienced by an individual as harmful or life threatening and can include past experiences of care (including in maternity), adverse childhood events (ACEs), and other life experiences as an adult. ACEs are stressful or traumatic events that occur specifically during childhood or adolescence 5 and can include: abuse (physical, emotional, and sexual); neglect; living in a household with domestic violence, experience of illness, or bereavement. 6 In a systematic review and meta-analysis of 96 studies of adult health behaviours, the risk of poorer health outcomes (including cardiovascular disease, respiratory disorders, gastrointestinal disorders, and mental ill health) increased with the number of ACEs. 4 Experiences of trauma at any stage in life can cause lasting adverse effects on health. 3 In the UK, women are disproportionally affected by violence (twice as likely as men to experience domestic violence), 7 , 8 trauma, 9 , 10 and ill health, 11 , 12 highlighting the potential complexity of women’s health presentation.
Although the contribution of life trauma to illness experience is well described, primary care professionals do not always fully address it. Potential reasons include clinician concerns about missing a serious illness in a complex presentation or about alienating or upsetting the patient. 11 Addressing trauma often necessitates introducing conversations about the link between mind and body, which can be difficult to navigate. Significant challenges and uncertainties reside in how best to manage the link between mind and body in communication with patients and in healthcare pathways. Qualitative research indicates that primary care professionals can find it challenging to navigate this mind–body presentation. Suggestions from primary care professionals that physical symptoms are amplified by (or a manifestation of) distress can be experienced as dismissal and invalidation by patients. 13 – 15 Attempts to bridge these health needs are therefore not always experienced as supportive. This illustrates the potential challenges of negotiating trauma-informed conversations in ways that are experienced as acceptable and supportive by patients.
Significant challenges and uncertainties reside in how best to manage the link between mind and body in communication with patients and in healthcare pathways. Lack of supportive resources to deliver holistic, trauma-informed care risks practitioners (inadvertently) avoiding discussion of the contribution of distress in the illness presentation. A trauma-informed systems-level approach would support integration of psychological support within multiple care pathways and support wellbeing of practitioners providing care. |
How this fits in
Trauma-informed care is a framework founded on five core practices: safety, trustworthiness, choice, collaboration, and empowerment. These can be used to address the impact of trauma on patients and healthcare professionals and prevent re-traumatisation in healthcare services. 16 However, definitions, guidance, practitioner training, delivery, and support for trauma-informed approaches vary between healthcare settings according to local-level funding priorities with implementation described as disjointed. 16 Little is known about how healthcare professionals experience trying to effectively deliver trauma-informed care. The aim of this study was to explore the experiences of primary care practitioners caring for women through a trauma-informed care lens.
This study was a secondary analysis of qualitative interview data gathered to explore primary care practitioners’ experiences of supporting women’s health needs in primary care. Between March and September 2022, we interviewed a sample of 46 primary care practitioners across England (GPs n = 31, nurses n = 9, other professionals n = 6, with an average of 12 years’ experience [1 to 30 years], 41/46 female), ensuring representation from practices working in areas of deprivation where health inequalities and multimorbidity are significant challenges. Detailed methods and participant characteristics of the parent study are reported elsewhere. 17
The original topic guide was developed by three authors in response to a perceived gap in knowledge about women’s health care in primary care and commissioned by the National Institute of Health Research (NIHR) Policy Research Programme. Data were collected through single-episode, one-to-one interviews with fully informed consent. They were conducted virtually online or by telephone by two experienced qualitative researchers and audio-recorded. These were transcribed verbatim, checked against the original recording, and thematically analysed.
The team then undertook a focused enquiry using secondary thematic analysis of the dataset to explore primary care professionals’ navigation of women’s experiences of distress as a contribution to their symptoms. 18 We recoded the transcripts line-by-line where distress, emotional, or psychological impact or contribution to health experience was mentioned. We discussed the constructed data categories within the research team to create interpretive themes. We reflected on these themes with representatives of three charities supporting women with significant experience of historical and contemporary trauma to add a lived-experience perspective to the data.
Four themes were constructed from the data:
‘you prioritise physical symptoms because you don’t want to miss something’;
you do not want to alienate people by saying the wrong thing;
the system needs to support trauma-informed care; and
delivering trauma-informed care takes work that can have an impact on practitioners.
Practitioners described women’s health consultations as often complex and difficult to manage in a single, constrained time slot. A significant concern was the fear of missing a physical condition requiring specific or prompt treatment as many women’s health complaints could present with similar but vague symptomatology and could suggest multiple possible diagnoses. Some participants reflected that a challenge of navigating diagnostic processes, by first excluding potential causes that need specific interventions such as cancer, meant the contribution of distress to physical symptoms was pushed down the list of considerations: ‘It’s definitely sort of a symptom sieve to start with, and to adequately hear your patient and really hear them and really listen to what they’re saying […] There are many things that are difficult to do in ten minutes, but I … women’s health is particularly difficult.’ (PC17, F, advanced nurse practitioner [ANP] for more than 15 years) ‘They’re often quite vague symptoms: bloating, things like that, so you either have a very low index of suspicion and you’re seeing ca-125s [blood test that may indicate ovarian cancer] and you’re scanning everybody, or things get missed, and [sighs] yeah, it can be very challenging and obviously if you miss something like that it’s devastating for everybody involved, but it’s very difficult.’ (PC12, F, GP for more than 15 years)
Participants described how investigation pathways move through a hierarchy of potential causes and may involve a stepped process that did not always yield a confirmatory or unifying diagnosis. This meant that the participants had to manage patients’ expectations of diagnosis throughout this process.
Some felt that a cultural shift was needed for the wider healthcare system to acknowledge the mind–body interplay as a legitimate expression of distress, to support practitioners to discuss this with their patients along their care pathway, and to provide timely access to psychological support services: ‘Perhaps some of training for staff would be about how you talk about the connection between your brain and your body […] without sounding dismissive and actually, training individuals to become more sensitive to these types of, conversations.’ (PC46, male [M], GP for 15 years)
However, some felt that patients were not always receptive to recognising the contribution of emotions or past experiences to physical symptoms, the idea of an integral link between mind and body, or the offer of psychological support to cope with the distress of physical symptoms. Some participants were worried about alienating women who might interpret this suggestion as devaluing or de-legitimising their symptom experience, and were therefore sometimes unsure when or how to navigate this: ‘I don’t think many patients like it when we end up going down that route when it comes to pain, any pain, not just pelvic pain in itself, because they want a diagnosis of some form or another, whatever it’s called, rather than being given some antidepressants or some counselling.’ (PC18, F, GP for 10 years)
Participants described the essential first step to be validation of the woman’s experience, emphasising understanding and genuine belief in the symptoms as ‘real’ (although perhaps currently unexplained) before exploring the impact of trauma or life stress in its aetiology: ‘It’s just spending the time with them and actually acknowledging, yes the pain is real, but are we not just saying you know, “you’ve got pain and we can’t find any cause for it”, “the pain is actually real”, and what we can do is maybe go down the route of psychological sort of therapy for that, that might be the best route of managing it.’ (PC18, F, GP for 10 years) ‘The first lady I was talking about absolutely wasn’t having any of it […] I got her some interesting resources […] and I just mis-pitched it […] the fact that this is her body feeling overwhelmed and feeling overwhelmed with the difficulties in her life and how to explain that in a way that seems scientific … it’s quite difficult, isn’t it?’ (PC14, F, GP for 1 year)
Healthcare professionals were aware and worried that exploring the contribution of trauma or distress in the physical symptom experience and that physical and emotional symptoms can coexist was not always well received. Restricted time in consultations highlighted the need for resources that could support this mind–body understanding in a positive and affirming way for the patient: ‘Often there is something organic, or something organic that has started it off, but then it often becomes this kind of complex combination of physical and then also psychological symptoms together, and I think kind of having resources to explain how psychological symptoms can impact pelvic pain […] I think kind of having good resources to try and back up what I’m saying would be quite helpful.’ (PC21, F, GP for more than 20 years)
Participants described how the net effect of these considerations could result in practitioners (inadvertently) avoiding discussion of the contribution of distress in the illness presentation: ‘ […] I think you can shut it down easily and not get emotionally involved, but you do not actually solve any of the issues unless they are straight up, simple, physical problems that you can just treat, but for the most part it doesn’t work very well.’ (PC30, F, GP for 5 years)
Participants recognised the importance of a trauma-informed approach in the complex and holistic care needs of women’s health. This extended to considerations about trauma-informed approaches to physical examination and how this could be enabled. Some highlighted the unique position of the primary care practitioner, in a potentially protracted diagnostic or support pathway, to communicate the contribution of distress in a supportive and helpful way to their patients.
Participants described four systemic challenges to the provision of trauma-informed care:
inadequate time allocated for appointments;
waiting times for specialist practitioner review in secondary care;
limited access to services; and
providing care for women returning from secondary care without a unifying diagnosis.
The challenges of time were frequently reported by participants: ‘I already know that I can’t do everything for you [the patient] in ten minutes, which isn’t always like a nice feeling for me, because we want to be able to help and you know do that within the time … who knows when they’ll be able to get an appointment again or you don’t want it to be frustrating for them, but equally you don’t want to rush yourself.’ (PC35, F, GP for less than 6 months) ‘They come back two months later and say, “I’ve still … I’m still … still haven’t seen the hospital”, and that there’s a certain amount of workload in primary care just because of … just because secondary care can’t take that on.’ (PC23, M, GP for more than 20 years)
In some areas they reported limited access to services such as counselling or psychological support services and community gynaecology because of local funding models and the challenges of providing care for women returning from secondary care without a unifying diagnosis. This often led to practitioners ‘holding the distress’ of the woman (see theme 4). Despite the challenges identified, participants described how they worked within the system constraints to offer the best service for their patients, for example, planning activities across multiple appointments: ‘In fifteen minutes it’s quite challenging, or if I’m trying to examine somebody […] that’s difficult, that’s when I sometimes ask them […] to come back for the examination so that I can do all the other things that are needed.’ (PC25, F, GP for 25 years)
Participants spoke of the structural supports that were in place that worked well in their efforts to deliver trauma-informed care, such as support networks, the ‘advice and guidance’ contact service to access secondary care (a system where GPs can access specialist advice before or instead of referral), and working with social prescribers (link workers who help patients to access non-medical support services in their community): ‘I mean advice and guidance [are] probably helpful I think, you write and you say, “What do I do?” and they tell you, and you then say to the patient, “this is what the specialist has said”, and that’s great, and that’s a really good idea.’ (PC23, M, GP for more than 20 years) ‘[Access to a social prescriber] is definitely making a difference; I don’t know what we did before to be quite honest. I don’t know what we would do because it’s just improved the quality of life for our patients, and it’s just helped us cope because you know we often see mental health problems, social problems, and with such a limited time constraint, limited resources, now that investment has been put in, it is definitely making a difference.’ (PC16, F, ANP for more than 18 years)
Taking a trauma-informed approach relied heavily on the practitioner–patient relationship and some felt that the impact on practitioners was not always accounted for. The work involved in taking a trauma-informed approach to care had an impact on clinician workload. When they were able to navigate this challenge participants reported job satisfaction that was a positive impact. Conversely, when participants were unable to deliver the care they aspired to and believed they should, this had a negative impact. Protracted routes to diagnosis (or not getting a diagnosis), exacerbated by long waits to access specialist review in secondary care, left participants ‘holding the distress’ of women managing symptoms while they waited for a management plan: ‘I mean typically what happens is when a referral is done, the patient is waiting three, four, five months to be seen sometimes, but the patient’s still got those symptoms, so what do they do?’ (PC18, F, GP for 10 years) ‘So pain is complex. I think every pain service in the country is poorly funded and poorly accessible […] The challenge we have is these patients are constantly accessing us and, you know, I don’t want to label anything but they do end up becoming frequent attenders, which you know … and all we are is becoming a holding person in all of this.’ (PC46, M, GP for 15 years)
This increased the pressure on primary care practitioners who were operating without adequate system support. Although participants knew that managing uncertainty was integral to the role of the primary care practitioner, holding distress added to the challenge of appropriately broaching or exploring the mind–body link. Participants described feeling overwhelmed and personally affected by managing the expectations of patients held in limbo and holding their distress: ‘Women who have complex, like intractable symptoms that have been investigated and no one’s really come up with anything […] it’s more psycho-social input that’s needed, and they’ve seen a gynaecologist and they’re still struggling and there’s not really a solution, and so they’re … they’re the ones who you think, “oh my gosh, I … I’m … I’m not sure what I can offer … offer you”.’ (PC34, F, GP for 15 years) ‘I mean women’s health is a prime one, it causes so much anxiety, stress, impact on the family, and I think with the complexities around the referral pathways and who’s doing what, which has been one of my biggest stresses, people can fall through the gaps very easily.’ (PC26, F, GP for 5 years)
Participants sought support from colleagues within their daily work routines to reflect on clinical questions or patients with complex cases. However, some felt that there were limited support services for practitioners’ mental wellbeing in a more formalised and structured way: ‘We have our annual appraisal but that is very much to make sure that we’re not total lunatics […] but other than that […] they do support us, but they … you know it’s once a year, there’s no capacity to debrief on individual challenging cases or anything like that, it’s very much to check-in that we are sort of on the rails.’ (PC30, F, GP for 5 years)
Participants described how not being able to deliver high-quality, holistic care because of structural constraints was unsatisfying and challenging: ‘I was so unhappy in my previous job really, I’d say we still had support, but the patients were a lot more demanding and it just comes with that, you know a lot more child protection issues safeguarding and it … you know, it’s just a really challenging job and that, and not necessary work satisfying either.’ (PC04, F, GP for 3 years)
Lack of personal and systems support for practitioners moves the focus of trauma-informed care from a whole-systems approach to the clinician–patient interaction.
Our findings indicate that clinicians are aware of the contribution of trauma and distress to the presentation of physical symptomatology within women’s health consultations but that conversations about this could be difficult. Some participants felt confident and willing to discuss the role of distress in symptom presentation; others felt that these conversations were difficult and sometimes avoided the topic. Constraints such as limited time in consultations and the training and resources to facilitate discussions about the minded-body (the interconnection of physical and emotional health) and the role of trauma and distress could mean that clinicians did not always talk to patients about the impact of distress. This was exacerbated by system constraints such as limited support services for referral. Practitioners described building support mechanisms for themselves at work through debrief and clinical conversations with colleagues but told us that there were no formal supervision or support services routinely available for practitioners. The heavy work and emotional labour within an unsupportive system was described as contributing to practitioner frustration and burnout. Although patient relationships were framed within a trauma-informed lens, the organisational configuration was not always supportive to a trauma-informed approach.
The use of secondary analysis has allowed us to conduct a focused analysis on a rich dataset of primary care professionals’ interviews. As this was done within the project timeline by the original research team, potential ethical concerns about the impact of the sociopolitical context that often accompanies secondary analysis were mitigated. 18 We were able to minimise participant burden and engage with a targeted group of women for whom trauma-informed care and its delivery has an immediate impact.
The principal limitation of our study is the restrictions offered by the original interview scope and guiding questions of the parent study that focused on women’s health. We are unable to report on experience in other areas of health care or by gender of care provider as this is unexplored. Gender was recorded; there were four male and 42 female responders. We purposively selected practitioners with an interest in women’s health rather than sampling an equally gender-split sample to derive patterns of experience that could be attributed to gender issues.
The link between trauma and ill health is well discussed in the literature, as are the principles of trauma-informed care. However, there appears to be little evidence of the clinician’s experience in discussing the interface between trauma and complexity with patients. The complexity of women’s health experiences challenges a dualistic approach to care and could respond better to the continuity model of primary care. 19 Practitioners in our data actively enacted the principles of trauma-informed care (such as safety, trustworthiness, and collaboration) in their personal practice with women. 16 However, the structural configuration of primary care services could complicate these care aspirations including when resources were limited or services were not flexible enough to support practitioner autonomy, which could hinder opportunities for timely care or follow-up. This could erode the practitioner’s efforts to deliver trauma-informed care, with potential consequences for both patients and clinicians. Such structural constraints in a climate of overwork are powerful sources of moral distress and burnout in studies of nurses, midwives, and doctors. 20 – 23 The risk of exposing practitioners to such moral distress can lead to the experience of vicarious trauma and reduced job satisfaction as they navigate the challenge of exploring the minded-body link with patients on their illness journey. 24 , 25 Primary care practitioners held women’s distress while they waited for specific therapies or supports, and yet the practitioners did not have adequate formal support systems to take care of their own wellbeing. This finding resonates with Pereira Gray et al , 25 who suggest that the UK shortage of GPs, erosion of continuity of care, sustained increase of remote consultation methods, and lack of structural support in the system may exacerbate challenges faced by practitioners to provide high-quality care. 26 – 28
Our findings suggest that moving towards a trauma-informed systems-level approach would support integration of psychological support within multiple care pathways. A coordinated systems approach should support an integrated and holistic approach rather than encouraging a dichotomising split between physical or psychological services. Our findings suggest that this model would also support the wellbeing of practitioners delivering care and may have an impact on staff retention, making this a critical consideration at all system and service levels from individuals to practices to funders and commissioners. 28 , 29 However, less is known about how to enact or enable trauma-informed care at a systems level. 16 More research is needed about how to implement and support equitable, proportionate trauma-informed care in practice. This includes learning how to actively nurture equitable care within services, practices, and within primary care networks. At a funding and commissioning level, autonomy and equitable work need to be valued and enabled, and this requires policy attention; simplistic metrics of care such as numbers seen or a narrow focus on numerically quantifiable access will not capture either the impact on patients or practitioners. 28 Nor will this capture the contacts and appointments that did not happen. Furthermore, critical to effective equitable care is that practitioners need meaningful access to services that they can refer into and that will respond promptly and supportively to the needs identified. Work in areas of care such as female genital mutilation and domestic violence and abuse demonstrate that having acceptable accessible services to refer into enabled inquiry and compassionate care. 30 , 31 It is an ethical prerogative that trauma-informed enquiry is supported by trauma-informed services and support. Finally, support for staff is essential and the responsibility for this should not be devolved to individuals but commissioned and provided for. This contrasts with current policy, such as the wellbeing Quality and Outcomes Framework indicators that arguably devolve the responsibility for wellbeing to those in need of wellbeing support, without offering any tangible resources.
Healthcare professionals are aware of the difficulties in discussing the interface between trauma and complexity with patients 32 and our work shows they are requesting support and guidance in how to negotiate this supportively. The British Medical Association moral injury report 22 recommends systems changes that map onto the principles of trauma-informed care, including increased staffing, streamlining of bureaucracy, open and sharing work cultures, and provision of support for employees. However, although these recommendations acknowledge the problem and offer solutions, there is no requirement for organisations to address these structural concerns. Lack of these system supports for practitioners moves the focus of trauma-informed care from a whole-systems approach to the clinician–patient interaction. 16
To seek lived-experience perspectives on our findings, 33 we spoke with three representatives of charities supporting survival sex workers (SSW) in different regions of England as an exemplar vulnerable group with significant experience of historical and ongoing trauma. They told us how women experience stigma and are afraid of disclosure and confidentiality, particularly if their children have been removed and placed into social care. The charity representatives described how women engaged in SSW rarely sought medical care or achieved registration at a general practice surgery because of lifestyle circumstances and stigmatising experiences.
We asked what trauma-informed care looked like for their service and asked them to reflect on our findings. They recommended a systems-level approach to the delivery of trauma-informed services across the health service. Barriers to access were described as starting at the front door of the general practice surgery with the reaction of the receptionist. A lack of confidentiality in the reception area, closed consulting room doors, short consultation times, and the predominance of digital access methods for appointments were also cited. Beyond these, they suggested responsive, transparent pathways into support services for vulnerable women or those living in extreme circumstances would illustrate a trauma-informed approach to services. Individual practitioners were credited with adopting a trustworthy, trauma-informed approach but charity representatives, in consultation with the women they support, felt that the healthcare system could counteract individual good practice.
We would like to acknowledge the contributions of our Public Involvement participants and express our thanks for the insights they shared with the research team.
This study was funded by the National Institute for Health and Care Research (NIHR) Policy Research Programme (NIHR202450). The views expressed are those of the authors and not necessarily those of the NIHR or the Department of Health and Social Care.
This study has received ethical approval from the Health Research Authority (ref 22/HRA/0985).
The authors do not have ethical permission to share their dataset beyond the study team.
Freely submitted; externally peer reviewed.
The authors have declared no competing interests.
bjgp.org/letters
This article is Open Access: CC BY 4.0 licence ( http://creativecommons.org/licences/by/4.0/ ).
Thank you for recommending British Journal of General Practice.
NOTE: We only request your email address so that the person to whom you are recommending the page knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.
More in this toc section.
Cited by....
British Journal of General Practice
IMAGES
VIDEO
COMMENTS
Consider creating a script to ensure smooth delivery. 2. Start with a Hook. Begin with an interesting fact, a startling statistic, a quote, or a relevant story that relates to your topic. This hook should be engaging enough to grab the audience's attention and align with the overall theme of your presentation. 3.
Consider using the tips below to engage your audience before your next presentation: 1. Tell your audience who you are. Introduce yourself, and then once your audience knows your name, tell them why they should listen to you. Example: "Good morning. My name is Miranda Booker, and I'm here today to talk to you about how Target Reach Plus ...
To introduce a team member in PowerPoint, follow these simple steps. First, open PowerPoint and navigate to the slide where you want to introduce the team member. Then, click on the "Insert" tab in the top menu and select "Text Box" from the options. In the text box, type the name and position of the team member.
A great group presentation example is to start with a powerful moment of silence, like a magician about to reveal their greatest trick. After introducing your team, allow a brief moment of silence. Hold the pause for a few seconds, making it feel deliberate and purposeful. This builds anticipation and curiosity among the audience. Pique their ...
1.Introduce All Members. A good idea to keep in mind while delivering a group presentation is to introduce all members at the onset of the presentation. This will familiarize the audience with them, and also work to ease the member's nerves.
11. "Let's embark on a journey through our discussion on…". 12. "I'm delighted to have the chance to share my insights on…". 13. "Thank you for the opportunity to present to such an esteemed audience on…". 14. "Let's set the stage for an engaging discussion about…". 15.
Introducing the involved team to the audience is vital in academic or business presentation contexts. It boosts the authority over the topic to discuss. In this article, we will discuss the importance of presenting a team to an audience. How to introduce your team members, explain their role within the organization, and tips + examples to succeed.
Including a team introduction in your presentation. There are several ways of introducing your team - here are a few of the best: Idea #1: Team Slide. The simplest way to introduce your team is by means of a team slide. This should show high-quality images of your team, either individually or in a group photo. Keep text to an absolute minimum ...
Ask a question and get your audience to respond by raising hands. Get the complete Presentations in English Series: Part 1: How to Prepare for Your Presentation in English. Part 2: How to Start with a Great Introduction in Your Presentation. Part 3: How to Organize Your Presentation in English.
A good story can make your presentation memorable. Ask your audience to take part. Sometimes a good introduction that captures attention will involve asking for help from the audience. You can ask the audience to play a quick game or solve a puzzle that's related to your presentation. Also, you could engage the audience with a group exercise.
During the group presentation Introducing the team. The presentation should begin with the presentation moderator introducing the team. This is smoother than each individual presenting themselves. Pay attention to the presentation. You may feel nervous as you wait for your turn to speak but try to listen to the presentation.
Group presentation example #2. The presentation follows a logical structure, covering the company overview, the problem they are solving, the proposed solution, business model, competition, marketing strategy, finances, and next steps. This makes it easy to follow. The presenters speak clearly and confidently, make good eye contact with the audience, and avoid simply reading the slides.
In this video you'll learn an important presentation skill: How to introduce your team. This is an important presentation skill since team presentations are ...
It helps you to feed your audience with a large amount of information in a shorter period. Step 5: Practice the Presentation with Spiels in Every Portion. Practice helps you to attain presentation skills. You can interact with your audience, disseminate the messages clearly, and analyze your listeners' mindset.
This ends the intro and brings the next speaker on stage. Make eye contact with the upcoming presenter and motion to them with your hands. Say something like "welcome" or "come on up" to invite them to come up in front of the audience. [9] You could say something like: "Come on up, Sam!". Or, say: "Welcome, Rachel.".
The truth is that, for your audience, a group presentation is only as strong as its weakest presenter. Here's how to help your team create a strong and unified group presentation. 3 Ingredients of Great Group Presentations. The three ingredients to develop and deliver a unified group presentation are clarity, control, and commitment. Clarity
Want public speaking results in just 4 weeks?Book a free discovery call with me to find out:http://calendly.com/communication-coach/risk-free-communication-b...
Successful group presentations are like scenes in a stage play. Knowing your role, agreeing on timing, paying attention to details, and practicing will create a positive experience for your team ...
Clearly define roles and expectations of group members to create equal workloads. Use the most confident group member to lead the introduction and capture the audience's attention. Involve the audience with short surveys or a question and answer segment. Consider using props relating to the topic.
If you have been in a group presentation, then you probably wondered how to introduce the next speaker. In this video, you'll learn a simple, 3 step process ...
Background There is an intricate relationship between the mind and the body in experiences of health and wellbeing. This can result in complexity of both symptom presentation and experience. Although the contribution of life trauma to illness experience is well described, this is not always fully recognised or addressed in healthcare encounters. Negotiating effective and acceptable trauma ...
In this video you'll see an example presentation to learn how to easily introduce your presentation. Its always important to use a simple introduction at the...