| In March 2002, the comic strip Beetle Bailey | | | | in the intersection of the audience's needs and |
| contained a valuable lesson for business | | | | your objective goes on this card, which you mark |
| presenters. As General Halftrack walked into his | | | | with a 3. |
| office, his secretary asked: "How was Lt. Fuzz's | | | | Insert in front of this phrase words that signal the |
| presentation?" | | | | close of Your presentation, such as: "So, in |
| The General replied: "Like the Washington | | | | conclusion" or "Let me leave you with this |
| Monument." Puzzled, the secretary asked "The | | | | thought." You now have the words with which |
| Washington Monument? General Halftrack | | | | you will close with "punch." |
| responded, "Yeah, it took a long time to get to | | | | This is your closing argument, to borrow a trial |
| the point." | | | | lawyer's technique. This phrase can also provide |
| How often have you felt the frustration of | | | | you with a a mini-presentation when you find that |
| General Halftrack because the speaker didn't "get | | | | the allotted time for your presentation has been |
| to the point?" Worse, have people listening to | | | | sharply reduced at the last minute. |
| your presentations been exasperated because | | | | Next, take another 3x5 card, mark it with a 1 and |
| they didn't know where you were taking them, | | | | write an opening phrase that will cause the |
| didn't know what was your point? | | | | audience to listen because you have hit a |
| An audience, whether it is one person or many, | | | | psychological "hot button" that sends the signal |
| wants speakers to provide maximum relevant | | | | "This will benefit you," or "This will keep you out |
| information, delivered in minimum time and in the | | | | of trouble." A startling statistic or an apt quotation |
| clearest possible terms, centered on the needs | | | | from a well-known (to the audience) figure could |
| and concerns of the audience. | | | | also be in this opening as an attention-getter. |
| Time is the defining aspect of any presentation. | | | | You might wish to include your "3 card" conclusion |
| Few audiences have the time for a full exposition | | | | in your opening statement, and then inform the |
| of a subject. Presenters must reduce and | | | | audience that you will now proceed to prove the |
| translate the salient data into an easily and quickly | | | | validity of your conclusion. |
| understood message. | | | | The audience now knows where you are going, |
| The 3-1-2 System, the heart of my presentation | | | | and can, in effect, open "files" on their mental |
| skills workshop, enables presenters to organize | | | | desktops in order to absorb this information. |
| their thoughts in the optimum manner to implant | | | | Audience members will know at the outset just |
| their message in the collective mind of the | | | | what is your point. They won't have to wait. |
| audience, and to Get to the Point. | | | | Remember that a business presentation is not a |
| Most people prepare their presentations using a | | | | mystery novel. You want your audience to know |
| 1-2-3 Method, drafting in the order of how they | | | | "who shot John" right away, and then proceed to |
| will deliver - (1) Opening, (2) Body and (3) | | | | show the evidence. Above all, you want your |
| Conclusion. This is the method to organize our | | | | audience to be alerted to the fact that you know |
| thoughts we have been taught since elementary | | | | what their material or psychological needs |
| school. | | | | problems are, and are prepared to provide |
| Unfortunately, this system leads to various false | | | | information that addresses these concerns. |
| starts, because the presenter is attempting to | | | | With the (3) and (1) cards filled out, you have the |
| place the ten gallons of knowledge he or she hass | | | | parameters of your presentation established. You |
| on the subject into the eight-ounce glass of the | | | | know where you are going and can thus structure |
| presentation. | | | | your presentation so the audience knows where |
| It is definitely not flexible, and forces the | | | | you are taking them. Take a few cards, marked |
| presenter to make changes on the fly. This | | | | 2A, 2B 2C, etc. and list your supporting |
| results in time-pressed presentations lacking | | | | arguments. |
| coherence. The traditional system of organizing | | | | The 3-1-2 System ensures that the most |
| our thoughts is simply not geared to 21st century | | | | important information you wish the audience to |
| presentations. | | | | retain and act upon is placed at the beginning and |
| Let's see how the 3-1-2 system can help you | | | | the end. The 3-1-2 system will help you "Get to |
| "Get to the point." | | | | the point," and avoid the criticism General |
| Place the 30-60 second Bottom Line of your | | | | Halftrack meted out to Lt. Fuzz. |
| message on a 3x5card. This phrase should result | | | | |