logistics in oral presentation

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What It Takes to Give a Great Presentation

• Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

• Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

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18.5: Delivering Your Presentation as One

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• Jennifer Wood@Millersville University
• Millersville University via Public Speaking Project

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By completing the other three levels of coordination, the group will have decided on the key message, thoroughly researched the supporting material, developed logical conclusions, and created realistic recommendations. Therefore all that stands between you and success is the actual presentation—the vehicle that carries the facts and the ideas to your audience. Here it is important to recognize that if an assignment required both a written document and an oral presentation then be sure one effectively complements the other. Although you can reference the written document during the oral presentation, the oral presentation should be planned with the thought in mind that not everyone is given the written document. Therefore, the oral presentation may be the only content they receive. Since you will not always know who receives the written document, it is best to coordinate the presentation as if no one has the full written document, which can serve as reference tool for gaining content requiring further explanation or accessibility to detailed information. At the same time, if the entire audience is provided written material keep in mind different decision makers may be in the audience. For example, the creative director may be only interested in your creative concepts, whereas a vice president of finance may be only interested in figures.

The presentation preparation primarily focuses on your group’s ability to develop a clear plan and execution of delivery. A delivery plan includes essential elements such as (1) purpose, (2) oral content, (3) dress, (4) room, (5) visuals, (6) delivery, and (7) rehearsal to ensure that the group presentation is both captivating and useful to your audience, as well as worth their time.

Group members should keep at the forefront of their minds the answer to the question “Was the general purpose—to inform or to persuade— achieved?” As a group, practice keeping the purpose of the presentation explicit for the audience. The purpose should never become hidden during the presentation. Each group member’s awareness of the purpose is important in maintaining the right kind of delivery. It is possible to have great content for a presentation and miss the entire purpose for the presentation. For example, say your group had been asked to do a presentation aboutFacebook and how it could be used in the financial industry. You could take an informative or persuasive approach. However, if the audience—banking professionals—attends a presentation where the content is focused onFacebook rather than having a focus on its use in the financial industry, then the purpose was not achieved.

The delivery plan will help you evaluate if the purpose of the presentation is clearly aimed at the primary audience. In addition, the group can determine when and how clearly they are articulating the explicit purpose of the presentation. The purpose is complemented by a clear preview, the audience members’ awareness of what decisions are at issue, and the audience’s desire to get important information first.

oral oontent

Up to this point the majority of the group’s engagement with the content has been in terms of reading and writing. It is time to orally interact with the selected content to ensure that it has been developed for this audience, properly structured, and clearly articulated. The delivery plan is a time to evaluate word choice, idioms, and antidotes. When working with this content, make sure that it is suited to the purpose, and that the key message is explicit so the audience remembers it well.

The introduction of group members, transitions, and internal summaries are all important elements of the delivery plan. A proper introduction of group members and content will not happen automatically. Therefore, it is important to practice it to determine if introductions fit better at the beginning of the presentation, if names need to be emphasized through the wearing of name tags, or if names are better used as a part of transition content. The use of name only may not be effective in some speaking situations. Therefore, it is important for the group to determine what a proper group member introduction includes beyond the name.

Plus, be consistent; that is, determine if everyone is using first name only or full name, do they need to know your positions, some background, or can you simply state it in a written format such as a team resume. Speech content is not useful if the audience does not accept your credibility.

I dress to kill, but tastefully. ~ Freddie Mercury

As in all presentations, an awareness of your physical appearance is an important element in complementing the content of your speech. Do not hesitate to talk about and practice appropriate dress as a group. It is important to look like a group. Really consider defining a group’s speaking uniform by deciding how formal or informal the dress code.

As a group, the overall question you want to be able to answer is: Did our dress provide an accurate first impression not distracting from the content? So what kinds of things can be distracting? The most common are colors, busy patterns, clothing that can be interpreted as seductive, and large or clinking jewelry. As a group determine what type of dress is effective in coordinating your group’s credibility.

It is important to take into consideration cultural, occupational and regional norms. In addition, it is important to think about branding choices. Often groups want to brand themselves for the audience. It is not necessary to mimic your audience. For example, a sales presentation to cranberry association members may entice a group to wear red. However, the cranberry association may not be the only sale your group needs to make so you will be forced to ask the question: Will each sales presentation audience determine the color we accent in dress? In short, do not let the speaking occasion brand you. Simply know what is considered professional for this presentation. You have spent a lot of time on preparing the content for this audience so do not detract from it.

It is not always feasible to practice your delivery in the actual room where you will deliver your speech. However, it is extremely important that you actively plan your delivery for the room by recreating the speaking environment. If prior access to the room is not available, then you will need to do your planning by asking a series of questions of the presentation planner. Some common things to find out include the size of the room; if a projector is available and its location within the room; is there a platform and/or a stationary lectern; is there a sound system and how many microphones; where the group will be seated before being introduced; will the presentation be recorded; what is the availability of the room in advance of the presentation; and what is the number of seats and seating arrangement so the group can plan for the zone of interaction.

including (a) enhanced understanding—helps audience comprehend what they hear and see; (b) enhanced memory—serves as a visual reinforcement; (c) enhanced organization—visually displays your organizational strategy; (d) enhanced attention—grabs and maintains audience interest; and (e) enhanced sequencing—shows rather than describes.

The term visuals refers to both non- technology visual aids (handouts, posters, charts, etc.) and presentation technology. Visuals should not appear as though several individuals made them but rather as uniform to the group’s presentation. All visuals should blend smoothly into the speech. All group members should be clear on what visuals or documents were pre- requested (so you do not eliminate them as unnecessary during rehearsal). Many times it is better to simply project or display visuals. At other times, visuals may need to be assembled in a presentation packet for all audience members. Bohn & Jabusch (1982) suggest that there are several researched-based reasons why visual aids enhance presentations including (a) enhanced understanding—helps audience comprehend what they hear and see; (b) enhanced memory—serves as a visual reinforcement; (c) enhanced organization—visually displays your organizational strategy; (d) enhanced attention—grabs and maintains audience interest; and (e) enhanced sequencing—shows rather than describes.

The four modes of delivery— memorized, impromptu, manuscript, and extemporaneous—are all valuable in group presentations. However, the most common mode of delivery is extemporaneous. Earlier in the chapter, developing a script was discussed. The step of transforming the script into adelivery outline—an abbreviated version of the preparation outline(DiSanza & Legge, 2012)—is a significant part of planning delivery. The ultimate goal is to figure out how the group can be confident that the entire presentation stays together and does not just exist in pieces. The delivery outline may go as far as to stipulate vocal and gesture instructions. The delivery outline is not created to be read from, therefore, the group also should determine how speaker notes will be used. The delivery outline should be provided to every group member so everyone is familiar with the entire presentation. It is important to set up contingency plans for who will present content if someone is absent on the day of the presentation— the presenter who gets stuck in morning traffic or the professional who had a flight delay.

The key is for all group members to remain conversational in their delivery style. This may be best achieved by utilizing effective delivery strategies such as appropriate gestures, movement and posture; appropriate facial expressions including eye contact; and appropriate vocal delivery— articulation, dialect, pitch, pronunciation, rate, and volume. Group members should evaluate each other on audibility and fluency.

One important key to success is self-confidence. An important key to self-confidence is preparation. ~ Arthur Ashe

Rehearsals are for the final polishing of your presentations. It is a time to solidify logistics of how many group members are presenting, where they will stand, and the most appropriate transitions between each speaker. Group members should grow more comfortable with each other through rehearsals. A key aspect of polishing involves identifying gaps in content and gaining feedback on content (oral and visual), style, and delivery. The rehearsals are good time to refine speaker notes and to practice the time limit. The number of scheduled rehearsals is dependent on your group and the amount of preparation time provided. The most important element for the group is to adapt their rehearsal timetable based on an honest evaluation of the speaking skills represented within the group.

The only part of a group presentation that you may not be able to rehearse is responding to the actual audience members’ questions and objections. However, you can anticipate the types of questions and practice a simple strategy of how you will respond— repeating the question, stating who from the group will respond, and answering succinctly. Four of the most common types of questions are follow- up questions; action-oriented questions focused on what would you do if; hypothetical questions focused on different scenarios; and information- seeking questions. A primary way to practice is to think of at least three questions you would like to answer, prepare the answer, and practice it during rehearsal(s).

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How to prepare and deliver an effective oral presentation

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• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

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Book 30 minute zoom consultation, 6 great logistics tips for speaking.

The normal focus when you are giving a presentation is on the content of the speech itself, and your body language.

Another important area to pay attention to is the logistics involved. Here are some logistics tips for speaking that will set you up to deliver a successful presentation:

Work with the hosts beforehand, if possible, to have the room set up to your preference.

Arrive early enough to scope out the room., if you have a powerpoint or video, arrive early enough to make sure your program is loaded and ready to go, have water handy, have a way to keep yourself on time, ensure the room is ready for you..

These are just a few tips that will ensure you are prepared so you can deliver a great presentation!

Below is an incredibly inspirational TED talk. I think it is so powerful that it is always required watching for any of my clients . You should check it out, too!

Why I Live in Mortal Dread of Public Speaking

You can view the full post here

Start Speaking Today!

I teach motivated professionals how to attract clients through speaking. Schedule your complimentary personal assessment today!

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About the author: doris pickering.

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Principedia

Ten Steps to Preparing an Effective Oral Presentation

• Determine the purpose of your presentation and identify your own objectives.
• Know your audience and what it knows.
• Define your topic.
• Arrange your material in a way that makes sense for your objectives.
• Compose your presentation.
• Create visual aids.
• Practice your presentation (don’t forget to time it!)
• Make necessary adjustments.
• Analyze the room where you’ll be giving your presentation (set-up, sight lines, equipment, etc.).
• Practice again.
• ← Answering Questions
• Novice v. Expert Problem Solvers →

Student Presentations and Strategies for Audience Engagement

Guides & tips.

WR 111, WR 112, WR 120, and WR 151 all require oral presentations for students and value these opportunities for students to speak to their peers. However, instructors sometimes struggle to sustain engagement on the part of the rest of the class during presentations. The following list provides some strategies to motivate audience members to be active listeners, to maintain a supportive and interactive classroom environment, and to help all students benefit from the time spent on presentations.

Guide to Oral/Signed Communication in Writing Classrooms

Setting Up Interactive Presentations

The choices instructors make when assigning presentations and establishing seating arrangements and other classroom logistics can go a long way toward helping all students pay attention to and benefit from presentations.

• Seating and Classroom Logistics Consider a U-shaped seating arrangement (semi-circle) or a circle; the presenter can see all members of the audience, and audience members cannot “hide” the way they might in rows. In some cases, presenters might speak from their chair within the circle, rather than standing (though of course slides/technology also must be considered).
• Pair or Group Presentations In WR 111 and WR 112, group presentations are the norm; students engage in different, often deeper, ways with the content of their presentation when they must come to a consensus with their group about how to present it. While pair or group presentations are not always appropriate in WR 120 or WR 151, a series of six group presentations, for example, takes up significantly fewer class days and slows down the class rhythm less than eighteen individual presentations would.
• Even if students typically take notes on laptops or other electronic devices, setting a standard expectation that devices must be put away during presentations helps the audience focus on the presenters. Paper raters’ sheets may be provided for the presentations, or students can be encouraged to take notes in notebooks, but setting aside their devices shows a level of respect to the presenters.
• Before presentations begin (perhaps when discussing class participation early in the semester), consider making explicit the assumptions about being a supportive and attentive audience member.
• Specify “Audience Responsibilities” on the assignment sheet for all oral presentations. Some instructors go one step further and keep track of audience members who ask questions or offer comments after presentations; you may then give students points for these comments, on their own presentation grade or class participation grade, or you may count these as extra labor opportunities, if applicable to your grading contract.

Facilitating Peer Review of Presentations

Including peer feedback after presentations ensures that students see their classmates (not just their instructor!) as their main audience, facilitates student participation and active listening, and helps students learn from their peers’ presentations. This kind of feedback has been standard practice in ELL contexts for years and is also applicable to mainstream classes.

• Instruct the audience to take notes on the presentation.
• Have the presenter end their presentation by talking about some of the challenges they faced while preparing for and executing the presentation (this required reflection should be clearly conveyed in advance in the assignment sheet for the presentation). The presenter provides information about what they felt went well as well as their thoughts on where they could improve in the future.
• Students respond to the presenter’s comments, identify one element of the presentation that was particularly strong, helpful, or effective, and provide suggestions and specific points on which the presenter can improve in terms of content and/or delivery.

Here’s  an example  of a peer feedback form used after some oral presentations; feel free to use or adapt for your own classes and specific kinds of presentations. An additional model for peer evaluation of presentations comes from the Mount Holyoke Speaking, Arguing, and Writing Program , with a similar feedback form for audience members to complete.

Continuing the Conversation After Presentations

• In-Class Writing Especially in WR 111 or WR 112, instructors may ask students to write in class based on a question, point, or quote that arose in a peer’s oral presentation. You may want to ask the presenter to generate a question for the class to write on, or you may want to create a question yourself on the basis of the presentation, perhaps extending one of the presenter’s points to another text that has previously been discussed, etc.
• Discussion Board Contributions Whether you use the Blackboard discussion board, Jamboard, Padlet, or another tool, instructors may ask students to engage with the content of a peer’s oral presentations on the class discussion board. Students may be asked to make one comment and to raise one question that arose after listening to their peer’s presentation, and regular contributions to the discussion board may be part of the graded work in the course and/or the course contract.

5 Things to Remember for Your Next Orals Presentation

More and more federal agencies are turning to hands-on methods to compete their contracts and evaluate offerors. Though not new, the use of oral presentations as a means of evaluating contractor proposals is on the rise . As more agencies begin adopting this approach to evaluate offerors, companies need to understand the keys to success with this form of proposal evaluation.

When it comes to winning a contract today, it’s more than technical knowledge and experience. Colleagues and teaming partners must understand the nuances of presentation style, storytelling, and collaboration to effectively convey technical acumen and company culture, all while being responsive and compliant with the Government’s instructions.

We’ve put together the top five things to keep in mind when preparing for your next orals presentation .

1. Treat orals slides like a proposal volume.

Analyze the requirements and present what is asked for, in the order in which it is required. Develop an “outline” of your orals presentation based on the RFP requirements, similar to what you would do with a proposal response. Break your content into modules and allocate these important factors in each module:

• Number of minutes to present for each slide
• Number of slides per module
• Name of the presenter for each module
• Proposal themes, messages, and solutions
• Draft titles and takeaway messages

Remember! Your orals presentation should not contradict your written proposal.

2. Be thoughtful when choosing your presenters.

Orals presentation requirements often require key personnel to attend and present, so consider the need for presenters when determining key personnel. Select people who understand the customer and are likable presenters. Remember that everyone benefits from coaching, even the most seasoned, executive-level presenters.

Pro tip : Consider assigning understudies. If you have back-up presenters on deck, this could be lifesaver if one of your key presenters is not able to attend the day of the presentation.

3. Be flexible.

We typically recommend that the whole team gets together in-person for dry runs and rehearsals. However, in the midst of the pandemic where most everything is done virtually, your team will have to adapt and practice your presentation virtually. Team members will have to be patient with each other, as we’re all navigating this new way of life. Be flexible and understanding of your colleagues and the process. And be sure to identify challenges up front, so that you can address them early on.

4. Prepare for the space.

Most orals presentations have been shifted to a virtual setting, as a result of the COVID pandemic. But it is still important to prepare your space for the presentation. This includes working through the logistics and technical aspects of the video conference platform you are using and making sure your background looks clean and professional. Do a dry run in the actual space you are presenting and at the exact time of day to ensure that the lighting is adequate.

Pro tip : Invest in a selfie light ring that you can attach to your laptop or monitor. This will ensure that your is lighting is on point.

5. Put on your game face.

An orals presentation is not a slide show. Think of it as a job interview. The government is trying to determine: “Do I want to work with these people?”, “Do they have the skills to solve my problems?” So remember that the team is the show; they are more important than the presentation content. Dress as you would for a job interview – business attire, keep jewelry to a minimum, stick with solid colors instead of flashy patterns. When presenting, avoid filler words, such as “ummm” and “so”. And remember to practice handoffs and transitions in advance.

Pro tip : Put your game face on even when you’re not presenting. Direct your attention to your teammate who is presenting. Show that you are interested in and supportive of what your teammate is saying.

Final Thoughts

An orals presentation is an opportunity for your team to “show off” and prove that you are a cohesive, likable team that can get the job done. Show the evaluators how you work as a team and tell the customer what they need to know and what your message means to them. Show genuine enthusiasm for your team, your solution, and how you can help your customer. Most importantly, stay positive!

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Implementing best practices throughout the government procurement process: part 4 – compelling win themes, implementing best practices throughout the government procurement process: part 5 – proposal management, implementing best practices throughout the government procurement process: part 6 – effective proposal review.

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Key Solutions Blog

The ultimate guide to oral proposal presentations.

Jan 28, 2021

An oral presentation with the government is like a job interview. Your goal is to present well and ultimately win the contract.

Oral presentations are becoming a more common requirement in government proposals, so it’s necessary to have a process that empowers both team chemistry and smooth performance.

The KSI Advantage™ Orals Process emphasizes rigorous planning as the pathway to success and breaks down orals into five manageable phases.

In this article, I will discuss the five phases of the KSI Advantage™ Orals Process and share what our KSI Advantage™ Capture & Proposal Guide can do to help you prepare your oral presentation for success!

Phase One: Orals Planning and Slide Preparation

First, you must establish a dedicated team to prepare and execute the Orals Process. You will need four key personnel:

• Orals Manager – responsible for the overall Orals Process, approving strategies and plans, and directing the team
• Orals Slidemaster/Coordinator – responsible for providing the orals PowerPoint slides, managing logistics, and directing the production
• Orals Coach or Training Manager – responsible for executing strategy and plans, leading team building, and orientation
• Mock Orals Board Chairperson – responsible for simulating the Source Evaluation Board (SEB) review process and conducting Mock Orals

These roles can be combined, but make sure somebody has these responsibilities assigned to them. The Slidemaster is responsible for making an Oral Proposal Development Schedule . This schedule should allocate adequate time for an Oral Proposal Kickoff Meeting, Slide Preparation, Slide Reviews, Team Building, and Mock Orals.

The Slidemaster should also make a Speaker/Slide Matrix  to plan the presentation within the assigned presentation time. This matrix assigns presenters their sections, allocates their presentation time, and develops a speaking order.

Examples of a 30-day Oral Proposal Development Schedule (Exhibit 5-3) and a Speaker/Slide Allocation Matrix (Exhibit 5-4 and Appendix-41) are available in the Guide for your reference.

Each orals presenter is responsible for the final state of their PowerPoint slides and coordinates with the Slidemaster after the Orals Presentation Kickoff to revise and finalize their slides. The slides must be pithy and not dense and should include plenty of color, graphics, and diagrams.

The KSI Guide recommends using our Slide Master© process to develop slides that best present your data and themes. Our Slide Master© template allows you to organize any major points, transitions, graphics, action captions, or major marketing messages you might want to include. A blank template ready for editing is available in Exhibit 5-5 and Appendix-42 of the Guide!

Phase Two: Orientation and Training

The Orals Coach, aka the Training Manager, needs to coach their team to present themselves honestly and directly.

They should give group and one-on-one coaching to their team on public speaking skills and sales pitching, as well as conduct proposal-specific training on win strategy, themes, discriminators, etc. Depending on the proposal, the Training Manager may also need to provide special coaching for the Project Manager and other key personnel, who are sometimes asked to interview individually with the Source Evaluation Board (SEB).

During orals presentations, the government will often ask proposal-specific questions for the presenting team to answer. Q&As can be very stressful, so it’s part of the Training Manager’s job to train presenters on how to answer effectively.

The KSI Advantage™ Process uses the Straight Answer Model Method for Q&As, which entails:

• Answering the question,
• Giving details and proof, and
• Highlighting benefits.

Phase Three: Rehearsal and Team Building

It’s important that your team members feel connected to one another and motivated to collaborate. A solid Orals team is built upon three principles: a sense of purpose, respect for the customer, and a focus on the customer’s success and satisfaction.

To instill this, KSI recommends orals teams practice our Six-Step Team Building Process:

• Tell Us Your Story – share with your teammates about who you are and what you add to the team.
• Define the Extraordinary Business Challenges That Confront You – ask yourself what major issues and challenges you need to surmount with your proposal.
• Stand for Something That Makes A Difference – demonstrate you understand and care about the customer's needs.
• Create Strategic Goals/Objectives for Your Organizational Unit – ask yourself what specifically you will do to help the customer achieve the needs and goals of their solicitation.
• Develop Your Action Plan – get into the details of what success will look like when performing the awarded work, what key actions you’ll need to take, and who specifically you will need to get the job done.
• Figure Out How to Integrate Steps 1-5 Into Your Presentation – find a way to compliantly integrate your conclusions from Steps 1-5 into your orals proposal.

Phase Four: Reviews and Mock Orals

The review process when building an oral presentation is conducted by performing rehearsals. These Mock Orals are performed in front of a group of participants meant to represent the actual SEB members.

The feedback from this Mock SEB helps ensure the presentation meets the following goals:

• Compliance – verifying you are meeting the requirements of Sections C, L, and M
• Clarity – ensuring the material is succinct and understandable
• Consistency – checking that your terms and data are uniform
• Accuracy – confirming your information is correct
• Strategy – articulating your strategy and win themes
• Performance – ensuring presenters communicate properly

Mock SEB members should be knowledgeable people but unfamiliar with the proposal. They will review the presentation for technical accuracy, compliance, and delivery.

The KSI Orals Process advises scheduling two days for Mock Orals, including time for the Mock SEB to review the RFP and written proposal beforehand. Following this review, the Mock Orals Leader should answer any questions the Mock SEB may have and share with everyone the protocol for the Mock Orals. We suggest a dress rehearsal to mimic the actual oral presentation.

A sample Mock SEB/Orals Schedule is available for reference (Exhibit 5-8) in the Guide, along with a Mock SEB Participant List template (Exhibit 5-7) .

During the Mock Orals Presentation, the Mock SEB will evaluate the presentation using forms similar to what will be used by the real SEB. These forms include:

• RFP Scoring Tree – to score according to the RFP requirements
• Criterion/Sub-Criterion Evaluation Form – completed for each criterion/sub-criterion
• Questions Form – for anything the Mock SEB may want to ask post-presentation
• Q&A Summary Evaluation Form – to evaluate the Q&A portion of the Mock Orals
• Presenter Evaluation Form – to evaluate each presenter’s style and effectiveness

Templates for all of these forms, ready for you to use, can be found in Appendices 44-48 in the Guide!

*The Mock Orals Evaluation Forms graphic is from the KSI Advantage™ Capture & Proposal Guide.

Phase Five: Orals Logistics

Once every step has been made to prepare for the day of the presentation, the Orals Manager should remind everyone of all protocols and logistics. This includes dress code, schedule, transportation, post-mortem wrap-ups, and proper note-taking.

If you’ve followed each phase of the KSI Advantage™ Orals Process, learned your part well, practiced your speaking voice, and shined your shoes, you should be ready! Going through each of the five phases of the Orals Process will lead to a better team, a refined presentation, and a good result.

In Conclusion

There are three reasons why the government asks for oral presentations. They want to see how well you know the work of the RFP, how well your team works together, and how easily their agency could work with you. Consciously or unconsciously, these three criteria will be in the SEB’s mind as you talk about your solution and strategy. You must deliver a well-crafted and eloquent presentation.

Solid orals preparation and following the Orals Process of the KSI Advantage™ Capture & Proposal Guide , can lead to a difference-making presentation. Our Guide contains over 35 years of Key Solution’s best practices and discusses the Orals Process in far better detail than I have here. It’s chock full of useful tips, templates, and time-tested processes that can help anybody in a proposal role, whether you’re a Capture Manager, Proposal Manager, Technical Writer, or Orals Coach. Happy presenting! 

Topics: Orals Coaching KSI Advantage Capture & Proposal Guide Oral Proposals KSI Advantage

Written by Jake Lamarche, CF APMP, CPTC

Jake Lamarche is a Proposal Development and Technical Writing Professional. He is certified at the Foundation Level by APMP and is also a Certified Professional Technical Communicator. In his free time, he enjoys writing fiction and is a volunteer editor for an online literary magazine.

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CVPR Technical Program Features Presentations on the Latest AI and Computer Vision Research for Healthcare, Robotics, Virtual Reality, Autonomous Vehicles, and Beyond

From pathology to human avatars, oral papers—top 3% of all papers—reveal advanced research results.

LOS ALAMITOS, Calif. , 1 6 May 2024 – Co-sponsored by the IEEE Computer Society (CS) and the Computer Vision Foundation (CVF), the 2024 Computer Vision and Pattern Recognition (CVPR) Conference is the preeminent event for research and development (R&D) in the hot topic areas of computer vision, artificial intelligence (AI), machine learning (ML), augmented, virtual and mixed reality (AR/VR/MR), deep learning, and related fields. Over the past decade, these areas have seen significant growth, and the emphasis on this sector by the science and engineering community has fueled an increasingly competitive technical program.

This year, the CVPR Program Committee received 11,532 paper submissions—a 26% increase over 2023—but only 2,719 were accepted, resulting in an acceptance rate of just 23.6%. Of those accepted papers, only 3.3% were slotted for oral presentations based on nominations from the area chairs and senior area chairs overseeing the program.

“CVPR is not only the premiere conference in computer vision, but it’s also among the highest-impact publication venues in all of science ,” said David Crandall , Professor of Computer Science at Indiana University, Bloomington, Ind., U.S.A., and CVPR 2024 Program Co-Chair. “Having one’s paper accepted to CVPR is already a major achievement, and then having it selected as an oral presentation is a very rare honor that reflects its high quality and potential impact.”

Taking place 17-21 June at the Seattle Convention Center in Seattle, Wash., U.S.A., CVPR offers oral presentations that speak to both fundamental and applied research in areas as diverse as healthcare applications, robotics, consumer electronics, autonomous vehicles, and more. Examples include:

• Pathology: Transcriptomics-guided Slide Representation Learning in Computational Pathology *– Training computer systems for pathology requires a multi-modal approach for efficiency and accuracy. New work from a multi-disciplinary team at Harvard University (Cambridge, Mass., U.S.A.), the Massachusetts Institute of Technology (MIT; Cambridge, Mass., U.S.A.), Emory University (Atlanta, Ga., U.S.A.) and others employs modality-specific encoders, and when applied on liver, breast, and lung samples from two different species, they demonstrated significantly better performance when compared to current baselines. 
• Robotics: SceneFun3D: Fine-Grained Functionality and Affordance Understanding in 3D Scenes – Creating realistic interactions in 3D scenes has been troublesome from a technology perspective because it has been difficult to manipulate objects in the scene context. Research from ETH Zürich (Zürich, Switzerland), Google (Mountainview, Calif., U.S.A.), Technical University of Munich (TUM; Munich, Germany), and Microsoft (Redmond, Wash., U.S.A.) has begun bridging that divide by creating a large-scale dataset with more than 14.8k highly accurate interaction annotations for 710 high-resolution real-world 3D indoor scenes. This work, as the paper concludes, has the potential to “stimulate advancements in embodied AI, robotics, and realistic human-scene interaction modeling .”
• Virtual Reality: URHand: Universal Relightable Hands – Teams from Codec Avatars Lab at Meta (Menlo Park, Calif., U.S.A.) and Nanyang Technological University (Singapore) unveil a hand model that generalizes to novel viewpoints, poses, identities, and illuminations, which enables quick personalization from a phone scan. The resulting images make for a more realistic experience of reaching, grabbing, and interacting in a virtual environment.
• Human Avatars: Semantic Human Mesh Reconstruction with Textures – Working to create realistic human models, teams at Nanjing University (Nanjing, China) and Texas A&M University (College Station, Texas, U.S.A.) designed a method of 3-D human mesh reconstruction that is capable of producing high-fidelity and robust semantic renderings that outperform state-of-the-art methods. The paper concludes, “This approach bridges existing monocular reconstruction work and downstream industrial applications, and we believe it can promote the development of human avatars.”
• Text-to-Image Systems: Ranni: Taming Text-to-Image Diffusion for Accurate Instruction – Existing text-to-image models can misinterpret more difficult prompts, but now, new research from Alibaba Group (Hangzhou, Zhejiang, China) and Ant Group (Hangzhou, Zhejiang, China) has made strides in addressing that issue via a middleware layer. This approach, which they have dubbed Ranni, supports the text-to-image generator in better following instructions. As the paper sums up, “Ranni shows potential as a flexible chat-based image creation system, where any existing diffusion model can be incorporated as the generator for interactive generation.”
• Autonomous Driving: Producing and Leveraging Online Map Uncertainty in Trajectory Prediction – To enable autonomous driving, vehicles must be pre-trained on the geographic region and potential pitfalls. High-definition (HD) maps have become a standard part of a vehicle’s technology stack, but current approaches to those maps are siloed in their programming. Now, work from a research team from the University of Toronto (Toronto, Ontario, Canada), Vector Institute (Toronto, Ontario, Canada), NVIDIA Research (Santa Clara, Calif., U.S.A.), and Stanford University (Palo Alto, Calif., U.S.A.) enhances current methodologies by incorporating uncertainty, resulting in up to 50% faster training convergence and up to 15% better prediction performance.

“As the field’s leading event, CVPR introduces the latest research in all areas of computer vision,” said Crandall. “ In addition to the oral paper presentations, there will be thousands of posters, dozens of workshops and tutorials, several keynotes and panels, and countless opportunities for learning and networking. You really have to attend the conference to get the full scope of what’s next for computer vision and AI technology.”

Digital copies of all final technical papers* will be available on the conference website by the week of 10 June to allow attendees to prepare their schedules. To register for CVPR 2024 as a member of the press and/or request more on a specific paper, visit https://cvpr.thecvf.com/Conferences/2024/MediaPass or email [email protected] . For more information on the conference, visit https://cvpr.thecvf.com/ .

*Papers linked in this press release refer to pre-print publications. Final, citable papers will be available just prior to the conference.

About CVPR 2024

The Computer Vision and Pattern Recognition Conference (CVPR) is the preeminent computer vision event for new research in support of artificial intelligence (AI), machine learning (ML), augmented, virtual and mixed reality (AR/VR/MR), deep learning, and much more. Sponsored by the IEEE Computer Society (CS) and the Computer Vision Foundation (CVF), CVPR delivers the important advances in all areas of computer vision and pattern recognition and the various fields and industries they impact. With a first-in-class technical program, including tutorials and workshops, a leading-edge expo, and robust networking opportunities, CVPR, which is annually attended by more than 10,000 scientists and engineers, creates a one-of-a-kind opportunity for networking, recruiting, inspiration, and motivation.

CVPR 2024 takes place 17-21 June at the Seattle Convention Center in Seattle, Wash., U.S.A., and participants may also access sessions virtually. For more information about CVPR 2024, visit cvpr.thecvf.com .

About the Computer Vision Foundation

The Computer Vision Foundation (CVF) is a non-profit organization whose purpose is to foster and support research on all aspects of computer vision. Together with the IEEE Computer Society, it co-sponsors the two largest computer vision conferences, CVPR and the International Conference on Computer Vision (ICCV). Visit thecvf.com for more information.

About the IEEE Computer Society

Engaging computer engineers, scientists, academia, and industry professionals from all areas and levels of computing, the IEEE Computer Society (CS) serves as the world’s largest and most established professional organization of its type. IEEE CS sets the standard for the education and engagement that fuels continued global technological advancement. Through conferences, publications, and programs that inspire dialogue, debate, and collaboration, IEEE CS empowers, shapes, and guides the future of not only its 375,000+ community members, but the greater industry, enabling new opportunities to better serve our world. Visit computer.org for more information.

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• UPDATED PUBLIC PARTICIPATION INFORMATION: June 4, 2024: Meeting of the Psychopharmacologic Drugs Advisory Committee Meeting Announcement - 06/04/2024

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Event Title UPDATED PUBLIC PARTICIPATION INFORMATION: June 4, 2024: Meeting of the Psychopharmacologic Drugs Advisory Committee Meeting Announcement June 4, 2024

What is an advisory committee.

Advisory committees provide independent expert advice to the FDA on broad scientific topics or on certain products to help the agency make sound decisions based on the available science. Advisory committees make non-binding recommendations to the FDA, which generally follows the recommendations but is not legally bound to do so. Please see, " Advisory Committees Give FDA Critical Advice and the Public a Voice ," for more information.

UPDATED INFORMATION (as of May 15, 2024):

The public participation information has been changed for the June 4, 2024, meeting of the Psychopharmacologic Drugs Advisory Committee. The deadline for making formal oral presentation requests has been extended from Friday, May 17, 2024 to Tuesday, May 21, 2024 . The contact person will notify interested persons regarding their request to speak by May 22, 2024 .

All other information remains the same.

ORIGINAL INFORMATION:

Center: Center for Drug Evaluation and Research

Location: FDA and invited participants may attend the meeting at FDA White Oak Campus, 10903 New Hampshire Ave., Bldg. 31 Conference Center, the Great Room (Rm. 1503), Silver Spring, MD 20993-0002. The public will have the option to participate via an online teleconferencing and/or video conferencing platform, and the advisory committee meeting will be heard, viewed, captioned, and recorded through an online teleconferencing and/or video conferencing platform.

The meeting presentations will be heard, viewed, captioned, and recorded through an online teleconferencing and/or video conferencing platform. The Committee will discuss new drug application 215455, for midomafetamine (MDMA) capsules, submitted by Lykos Therapeutics, for the proposed indication of treatment of post-traumatic stress disorder. The Committee will be asked to discuss the overall benefit-risk profile of the product, including the potential public health impact.

Meeting Materials

FDA intends to make background material and the link to the live webcast available to the public no later than two (2) business days before the meeting in the Event Materials section of this web page. If FDA is unable to post the background material on its website prior to the meeting, the background material will be made publicly available on FDA’s website at the time of the advisory committee meeting. The meeting will include slide presentations with audio and video components to allow the presentation of materials for online participants in a manner that most closely resembles an in-person advisory committee meeting.

Public Participation Information

Interested persons may present data, information, or views, orally or in writing, on issues pending before the committee.

FDA is establishing a docket for public comment on this meeting. The docket number is FDA-2024-N-1938 . Please note that late, untimely filed comments will not be considered. The docket will close on June 3, 2024. The https://www.regulations.gov electronic filing system will accept comments until 11:59 p.m. Eastern Time at the end of June 3, 2024. Comments received by mail/hand delivery/courier (for written/paper submissions) will be considered timely if they are received on or before that date.

Comments received on or before May 23, 2024 will be provided to the Committee. Comments received after that date will be taken into consideration by FDA. In the event that the meeting is cancelled, FDA will continue to evaluate any relevant applications or information, and consider any comments submitted to the docket, as appropriate. You may submit comments as follows:

Electronic Submissions

Submit electronic comments in the following way:

• Federal eRulemaking Portal: https://www.regulations.gov . Follow the instructions for submitting comments. Comments submitted electronically, including attachments, to https://www.regulations.gov will be posted to the docket unchanged. Because your comment will be made public, you are solely responsible for ensuring that your comment does not include any confidential information that you or a third party may not wish to be posted, such as medical information, your or anyone else’s Social Security number, or confidential business information, such as a manufacturing process. Please note that if you include your name, contact information, or other information that identifies you in the body of your comments, that information will be posted on https://www.regulations.gov .
• If you want to submit a comment with confidential information that you do not wish to be made available to the public, submit the comment as a written/paper submission and in the manner detailed (see “Written/Paper Submissions” and “Instructions”).

Written/Paper Submissions

Submit written/paper submissions as follows:

• Mail/Hand delivery/Courier (for written/paper submissions): Dockets Management Staff (HFA-305), Food and Drug Administration, 5630 Fishers Lane, Rm. 1061, Rockville, MD 20852.
• For written/paper comments submitted to the Dockets Management Staff, FDA will post your comment, as well as any attachments, except for information submitted, marked and identified, as confidential, if submitted as detailed in “Instructions.”

Instructions: All submissions received must include the Docket No. FDA-2024-N-1938 for “Psychopharmacologic Drugs Advisory Committee; Notice of Meeting; Establishment of a Public Docket; Request for Comments-- midomafetamine (MDMA) capsules.” Received comments, those filed in a timely manner, will be placed in the docket and, except for those submitted as “Confidential Submissions,” publicly viewable at https://www.regulations.gov or at the Dockets Management Staff between 9 a.m. and 4 p.m., Monday through Friday, 240-402-7500.

• Confidential Submissions--To submit a comment with confidential information that you do not wish to be made publicly available, submit your comments only as a written/paper submission. You should submit two copies total. One copy will include the information you claim to be confidential with a heading or cover note that states “THIS DOCUMENT CONTAINS CONFIDENTIAL INFORMATION.” FDA will review this copy, including the claimed confidential information, in its consideration of comments. The second copy, which will have the claimed confidential information redacted/blacked out, will be available for public viewing and posted on https://www.regulations.gov . Submit both copies to the Dockets Management Staff. If you do not wish your name and contact information be made publicly available, you can provide this information on the cover sheet and not in the body of your comments and you must identify the information as “confidential.” Any information marked as “confidential” will not be disclosed except in accordance with 21 CFR 10.20 and other applicable disclosure law. For more information about FDA’s posting of comments to public dockets, see 80 FR 56469, September 18, 2015, or access the information at: https://www.gpo.gov/fdsys/pkg/FR-2015-09-18/pdf/2015-23389.pdf .

Docket: For access to the docket to read background documents or the electronic and written/paper comments received, go to https://www.regulations.gov and insert the docket number, found in brackets in the heading of this document, into the “Search” box and follow the prompts and/or go to the Dockets Management Staff, 5630 Fishers Lane, Rm. 1061, Rockville, MD 20852, 240-402-7500.

Oral Presentations

Oral presentations from the public will be scheduled between approximately 2 p.m. and 3.p.m Eastern Time and will take place entirely through an online meeting platform. Those individuals interested in making formal oral presentations should notify the contact person and submit a brief statement of the general nature of the evidence or arguments they wish to present, the names and addresses of proposed participants, and an indication of the approximate time requested to make their presentation on or before May 17, 2024.

Time allotted for each presentation may be limited. If the number of registrants requesting to speak is greater than can be reasonably accommodated during the scheduled open public hearing session, FDA may conduct a lottery to determine the speakers for the scheduled open public hearing session. The contact person will notify interested persons regarding their request to speak by May 20, 2024.

Webcast Information

CDER plans to provide a free of charge, live webcast of the upcoming advisory committee meeting. If there are instances where the webcast transmission is not successful, staff will work to re-establish the transmission as soon as possible. Further information regarding the webcast, including the web address for the webcast, will be made available no later than two (2) business days before the meeting in the Event Materials section of this web page.

CDER plans to post archived webcasts after the meeting, however, in cases where transmission was not successful, archived webcasts will not be available.

Contact Information

• Joyce Frimpong, PharmD Center for Drug Evaluation and Research Food and Drug Administration 10903 New Hampshire Avenue WO31-2417 Silver Spring, MD 20993-0002 Phone: 301-796-7973 Email: [email protected]
• FDA Advisory Committee Information Line 1-800-741-8138 (301-443-0572 in the Washington DC area) Please call the Information Line for up-to-date information on this meeting.
• For press inquiries, please contact the Office of Media Affairs at [email protected] or 301–796–4540.

A notice in the Federal Register about last minute modifications that impact a previously announced advisory committee meeting cannot always be published quickly enough to provide timely notice. Therefore, you should always check the agency’s website or call the committee’s Designated Federal Officer (see Contact Information) to learn about possible modifications before coming to the meeting.

Persons attending FDA’s advisory committee meetings are advised that the agency is not responsible for providing access to electrical outlets. FDA welcomes the attendance of the public at its advisory committee meetings and will make every effort to accommodate persons with disabilities. If you require accommodations due to a disability, please contact the committee’s Designated Federal Officer (see Contact Information) at least 7 days in advance of the meeting.

Answers to commonly asked questions including information regarding special accommodations due to a disability may be accessed at: Common Questions and Answers about FDA Advisory Committee Meetings .

FDA is committed to the orderly conduct of its advisory committee meetings. Please visit our Web site at Public Conduct During FDA Advisory Committee Meetings for procedures on public conduct during advisory committee meetings.

Notice of this meeting is given under the Federal Advisory Committee Act (5 U.S.C. app.2).