Romancing the Screen

Copyright (c) 2007 Peter Temple

I recently went through the experience of training a 6 hour program using a provided PowerPoint file of "visual support" – slides filled with text! I simply didn't have the time to make the changes I would have liked to have made – changes that I insist SHOULD BE made to make visual support effective.

So, I got to experience the situation a presenter would be in, using visual support that consisted of: - black text on a white screen - whole sentences on the screen that were exactly the same as on the participant's workbook page

Let me urge you to NEVER DO THIS!

The result was that the screen (being mostly white) was the center of attention, rather than me. It was also in the center of the stage area, forcing me off to one side.

I found myself compelled to read virtually every line, simply due to the fact that the screen was full of text. I felt I needed to direct the audience's attention to the line in question, so they'd know where to focus their attention.

Note that in a well-known survey of audience members, the NUMBER ONE dislike was for the presenter to read the slides word for word! Guilty as charged. But I found the fact that having all that text there compelled me to read it. Don't fall into this trap. You will simply lose your audience's attention – just the opposite of what you want to do.

This reinforces my firm belief that a presentation screen needs to be treated as a television screen. It is not a brochure or printed page and shouldn't be treated as one. Romance the screen. Use it for its strengths. You will appear "in control" and command so much more of the audience's attention. PLUS, you'll get them involved in an "experience." They'll be more present, involved and retain more of the content.

Here are the rules:

1. Start with a dark screen. Text must be a light color (white, yellow, etc.) on a dark background. Read my article entitled, "White Death on the Podium" for more information on this. 2. Review the point you want to make. Ask yourself, "What does the point I'm making LOOK LIKE?" In other words, try to come up with a single image that conveys the point you want to make 3. Come up with a one or two word phrase that describes your point (or reinforces it). The reason you want some text on the screen is that: a. 60% of people learn visually b. 35% learn through reading text c. 5% are kinesthetic learners (learn through doing, touch) A combination of a small amount of text and a visual helps meet the need of 95% of the audience and the text reinforces and directs the meaning of the visual.

Here's an example to help describe what happens in the room in a scenario such as this.

The subject is ‘multitasking.' I want to make the point that multitasking does not result in a higher level of efficiency in getting work done. In fact, it can be just the opposite and can have the side effect of heightening stress levels.

What does this point look like? It might look like: - A cartoon of a secretary dangling three phones, stacks of paper on the desk and a line up of frustrated people waiting to get her attention - A whiteboard with a multitude of tasks written on it - A person playing squash while using a cell phone

I might augment it with the phrase, "Multitasking – efficient?"

The alternative would be for me to put this sentence on the screen and read it aloud: "Multitasking can lead to additional stress and irritability." In fact, the slide I'd been given originally had three sentences in full of a similar length. I was compelled to read them and then try and conjure up an image my own additional set of words. Highly inefficient.

On the other hand, an interesting thing happens when you visually display an image of an obviously stressed individual. Everyone in the room relates to it and they'll readily comment on their personal experience relating to the image. You can then enter into a discussion as to the pros and cons of multitasking, in which you can introduce the facts and figures related to the latest studies. This results in an "experience of discovery" which triggers an emotional response and will be far more effective than simply "feeding them" the information as a result of reading sentences of text from a screen.

"We learn 80% of what we experience." - William Glasser, MD, (American Psychiatrist)

There's something else that can happen, if you let it. A screen with a visual can become a third entity in the room. There's first of all the audience. Then, there's you, the presenter. Finally, there's this image that you're all looking at. Suddenly, you can find yourself with the same perspective as your audience – both turning and commenting on an image, directing the collective thoughts at that image. They are now not reflecting on you and what you're telling them. Rather, they're commenting on the image and opening up to you with the thoughts they have on that image; reacting and sharing in the point you're trying to make. You have reduced the barrier between you and your audience. You'll find they'll open up more. You'll have a highly interactive discussion.

Let me just summarize the points I think are critical to your success with support visuals: 1. Whatever you do, stay away from white backgrounds 2. Treat the screen like a television set – predominantly use visuals where you can, with some short, supporting text – a phrase at most. 3. Involve the audience and empathize with them, to some degree. Create an "experience."

I think of this process as "Romancing the Screen." You're really romancing your audience. Use this method of communication for the strengths it offers and it will make you far more powerful and a much more compelling presenter on the platform.

You'll never again have to subject your audience to what they dislike the most – a presenter reading them text slides.