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Figure 2.5: Message points for different presentation time frames.

      Visit go.SolutionTree.com/leadership for a free reproducible version of this figure.

Planning for New and Existing Staff

      Remember to consider the needs of various experience levels when designing your presentation plans. Honoring those who may already have some experience, or different experiences from those who may be brand new to the company or entity, is critical. This exemplifies that you know the differences between audience members. It demonstrates that you respect those who bring knowledge and experience into the presentation setting. The following are a few questions you might consider as you make your short- and longer-term plans.

      • Who is new within the past year? How might these individuals’ needs differ from the needs of veteran staff regarding your message?

      • What do all groups need to hear and learn?

      • How might you vary activities for the differences in experiences?

      • How will you find out who is in the room? Will you do that ahead of time or during the introduction to the day?

      Plan carefully for the diverse audience members within your training. Be certain to address those needs throughout both short- and long-term proposals.

Summary

      Throughout this section, I highlighted essential planning elements regarding group size characteristics, presentation roles and formats, and considerations for planning short- and long-term work, as well as the need to think about various audience member experiences. Preparing your content and processes thoughtfully is an important first step in successfully fine-tuning your message. The following chapter delves into the importance of setting the stage for your message delivery.

      Chapter 3

       Setting the Stage

      I try to create an environment where, when we step onto the set, we’re all in character.

      —Vin Diesel

      Prepare your setting for success by ensuring your training or speaking room and arrangement complement your message. Think of this preparation work like prepping a painting surface prior to painting a room, setting a table for a big meal, or sowing soil for planting—excellent preparation prevents pitfalls. In this section, I highlight topics for consideration to include the room arrangement, use of sound, audience management, and your own self-grounding and preparation.

Arranging the Room

      The arrangement of your room is paramount. Be certain you have spoken about this during your planning call or meeting with your hiring agency. You want to be certain that the room is arranged to maximize the training experience. There are dozens of arrangement suggestions. In the following sections, I detail a few common types with their corresponding characteristics and rationale.

       The U-Shape

The U-shape (see figure 3.1, page 28) is great for groups of ten to twenty people. It allows for everyone to easily see and hear one another. This format works well for small-group trainings or facilitated sessions, team meetings, retreats, and board meetings. It allows for a presenter or facilitator to be positioned at the open portion of the U, and for participants to be comfortably seated around the outside of the rest of the tables. The U-format allows for much interspersed dialogue. One cautionary note, however, when using this format is to ensure participants have plenty of personal space in between one another and are not seated near the table legs.

Figure 3.1: The U-shape room arrangement.

       The Arrow

      This arrangement is likely the most common, and is my personal preference. It can be used with both large (a few hundred) and small groups (twenty to fifty). In this formation, the presenter is placed at the front and center of the room, with rectangular tables angled at an arrow pointing toward the front and center. Tables positioned closer to the front will need a stronger angle, and those in the middle of the room will be perpendicular to the presenter. In this arrangement, all participants can see quite well, and no one is seated with his or her back toward the presenter. Ensure the tables are wide enough to allow participants to spread out and converse. Thin tables may need to be doubled in order for the personal space to be adequate. See figure 3.2.

Figure 3.2: The Arrow room arrangement.

       The Rounds

      Using round tables with seats around them works for groups of up to one hundred or two hundred, and it easily enables conversations among participants. This format allows for grouping people more easily, and visually implies collaboration. If possible, only seat participants in a C-formation around the back side of the round table. This way, there is an open space at the front of the round where no chairs are located, which prevents having participants with their backs toward the presenter or blocking the view of people at the back of the table. If you must have chairs all around the table, physically turn the chairs toward the table so they are now facing the presenter. See figure 3.3.

Figure 3.3: The Rounds room arrangement.

       The Auditorium

      Auditorium seating (see figure 3.4) works for hundreds to thousands of attendees. The format consists of fixed seats in rows with small or no table attachments. Sometimes there is a balcony, oftentimes not. The purpose is solely for participants to listen—signifying a “sit and get” perspective. In fact, in auditorium seating, it is difficult, but not impossible, to interact effectively. Use paired discussions or standing paired discussions to add some interaction. One advantage to this setting is that acoustics and technology tend to be high quality. However, this format is my least favorite for any training lasting longer than an hour.

Figure 3.4: The Auditorium room arrangement.

       The Conference Breakout

      This seating often consists of slim tables in long rows with chairs facing forward. Typically, this setup is used for fifty to one hundred people in a tight space, such as hotel breakout rooms. It is sometimes called classroom style. It allows for limited participation and most focus to be toward the presenter at the front of the room. See figure 3.5.

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