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Figure 1.3: Audience planning cycle.

      As an example of how to use the audience planning cycle, consider the design for a new mini-presentation, titled From Perspiration to Inspiration: A Flash on Fitness, to be given in a forty-five-minute breakout session at a district conference. The presentation will involve quick reminders and strategies within the following four areas: (1) physical, (2) mental, (3) sleep, and (4) nutrition.

      The presenter begins by selecting one of the four topics listed—in this case, choosing to begin with physical. He or she then uses the sticky note strategy (see page 8), placing information from each quadrant of adult learners onto a separate sticky note. For example, when considering logical informational items, the presenter adds two notes. The first one reads, “The CDC cited 80 percent of Americans don’t get the recommended 2.5 hours of moderate exercise per week.” The second adds, “Adults should also engage in strengthening exercises twice per week.” These two examples present facts and figures to appeal to the logical learners.

      Next, the presenter lists ideas for the relational area. One sticky note reads, “Have you ever tracked your physical fitness in one week?” Others ask, “How many of you have some sort of fitness tracking device on your watch or phone?” and “Everyone go to the week of February 3–10, and look at your schedule. Is there any time to include 2.5 hours of physical activity that week?” Another sticky note indicates that these questions are planned to lead into a physical activity. The idea is to turn on some upbeat music and provide participants with the options of engaging in some physical activity right in the room. The options include marching, walking, jumping jacks, or scissor kicks for one full minute. Afterward, the presenter will ask participants to record their heart rates.

      The creative section is the next area of focus. The presenter posts a few sticky notes in this section. One reads, “What if you scheduled your physical fitness like you do a required meeting?” Another idea is, “What if you connected your physical activity to another routine event, like taking a shower or eating breakfast? You don’t complete one without the other.” The presenter plans to provide a story for emphasis and humor at this point—an idea that is listed on another note.

      The presenter then considers the practical examples. He or she notes, on a sticky note, a connecting phrase to reach out to this group: “Here’s how this might work …” He or she demonstrates by displaying a picture of a calendar in which “physical activity” is listed. Another sticky note displays the idea of using a device-based activity tracker and noting the weekly summary. Considering an activity for the audience, the presenter notes an opportunity for tablemates to converse about how they find time to infuse physical activity. He or she plans to listen in to the discussions and have a couple of participants share their responses. The presenter notes another idea to teach (or reteach) the group the Fox method for monitoring individual heart rates for maximum benefits (Waehner, 2019). This method helps women and men calculate their maximum heart rate (220 minus age for women; 220.5 minus age for men), as well as their target ideal heart rate (80 percent of the maximum).

      Although more details, visuals, and stories will likely be included in the presentation, the presenter has now fleshed out one major portion of his or her presentation in a way that will appeal to each audience member, no matter the learning style.

      As a final consideration when planning your message, please don’t poach. When you state another’s idea, give them credit. When you share a quote or an excerpt, ensure it’s carefully cited. Be mindful of taking the intellectual property of a great introduction, a funny story, or a catchy phrase. Always, always give credit to others when due. And try to use your own stories and examples—they will be better received because they are authentic.

Summary

      This chapter highlighted the important considerations and needs of adult learners. It detailed some thoughtful planning questions as well as a useful organizational quadrant to help presenters reflect on their meaningfulness and purpose when crafting the message itself. Chapter 2 will help you take your message into the delivery phase.