Page 386 - Effective group discussion theory and practice by Adams, Katherine H. Brilhart, John K. Galanes, Gloria J

Making Public Presentations of the Group’s Output 369

Delegate Duties
After assessing group member strengths and limitations, figure out how each mem-
ber’s abilities fit the needs of the presentation. Speak up, or you may be assigned to do
something you are not prepared for or do not enjoy. Match subtopics of the presenta-
tion with member background and expertise. If you are organizing a presentation on
campus parking problems, how might you select who speaks about what? For example,
a math major can talk about funding issues and car- space ratios. A history major can
provide a detailed history of the ongoing problem. A design major can prepare com-
pelling visual aids, and a communication major might survey students and administra-
tors for their feedback about your analysis.
After deciding speaker responsibilities, decide who will be responsible for
obtaining verbal and visual aids. Who will set up the laptop projector? Who will
control the lights and sound? Who will make sure the speaking environment is set
up in a way that matches the needs of your presentation’s format? Who will be
responsible for contacting outside speakers if they are required? Who will be your
moderator and will this person have other duties? If follow- up is required, who will
be the contact person in the group? Every duty needs to be listed, with a group
member identified as responsible for the duty. Delegation of duties is planned, not
thrown together the day of the presentation!

Gather Verbal and Visual Materials

Verbal Materials Once duties are delegated, work thoroughly on each area of discus-
sion. Select how much of the information you have gathered to present. Don’t rely too
much on one person to take the lead— share the leadership among group members.
You must organize the material so it flows clearly and logically. If you still have infor-
mation gaps, figure out how to fill those. Then figure out what visual and verbal
images will enhance your points. Listed below are common types of verbal supporting
material often used during effective presentations.
■ Examples: Examples can range from detailed factual ones (the real story of a victim
of abuse) to undeveloped factual examples (a list of the countries in the world with
child labor laws) to hypothetical ones (how much the dollar would be worth in
10 years given a certain rate of inflation). You must decide the number and type of
examples needed to make your case believable to your particular audience.
■ Statistics. Statistics are numbers used to explain or support your claims.
Audience members can be easily confused by statistics, so make your statistics
clear and meaningful. It is hard to imagine how large a country is if the speaker
only tells us that it is 200,000 square miles. More helpful is a comparison: about
the size of California and Oregon combined.
■ Testimony. Some people are recognized authorities on certain issues. To support
your position, you may want to quote directly or paraphrase what these experts
have said or written. Select the ones you believe will have the most impact on
your audience. If your audience analysis has shown you that audience members

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