What Your Audiences Fear #2

Yesterday's post addressed the number one fear of audiences - speakers wasting their time. Today's fear is a very close second.

Audiences fear when we speakers focus on things they don't understand.

As a past high school teacher, I remember the number of times I did this in my own classroom. It's painful for students to sit through a class feeling unaware. Emotionally they are left with a complex of not feeling smart enough.

Can you relate to my high school students, listening to a presenter who speaks over your head? Who uses jargon or language you don't understand? Who gets carried away with information or stories you cannot relate to? Then you know first-hand the problem associated with audience fear #2 - feeling left out.

What this leads to is frustration, anger, exasperation and sometimes even hostility. It comes from feeling trapped listening to something that makes us feel inadequate. We presenters don't want audiences responding this way. It's stressful enough just getting in front of audiences.

We want to make the most out of our time with audiences, getting signs of reflection or approval, even participation.

So if we introverts are the presenters, consider how often we get emotionally overwhelmed when presenting that we only focus on what we know, forgetting the audience. That's when the spigot is turned on and our presentation flows on and on from an endless supply of information that often makes our listeners feel they are facing a fire hose. We have blasted them with information. Now they must defend themselves by throwing questions our way or escaping.

We presenters must make ourselves clear.

We presenters not only must relate to our audiences, we must remember that any time we are addressing them, we must connect what they know to what we know and from there move forward to inform or motivate.

Notice the order here: connect what they know to what we know. This order defers to our listeners first and then respectfully connects their world to ours. Not the other way around.

The first order of business for us presenters to defer focus to an audience is to discover their world, relevant to the presentation topic. Discovering the world of others may not be usual for an introvert, yet using our research and analytical abilities, it is in our skill set. While it puts our value on hold temporarily, deferring to our audience creates a relationship that leads us to be highly valued.

Therefore, we presenters must connect our audience circumstances to our topic. From there we presenters have a connection with our audiences that keeps them from escaping, instead, focused on familiar territory and following your lead.

Remove this second most common audience fear and make yourselves clear!

Turn the fuzzy into the clear

I remember the days we were all crammed into the auditorium for school levy campaign meetings. The superintendent stood near the overhead projector as he switched out one graphic for another. Did he think we all understood the tax language he used or saw what the graphics were pointing out?

"So hear we have a graphic of how the new tax levy we are seeking will affect us. I know you can't really read it, so I will point out what it says." And on the superintendent went to explain every column, every row and every detail of the complicated graphic displayed in front of us, while we squinted, we rubbed our eyes and we nodded off. Words skipped in and out of my recognition, leaving me wondering after 20 minutes of his speaking at us, what he had said.

I walked away more perplexed than when I walked in. I hadn't a clue how to explain what I had just heard.

"Think like a wise man but communicate in the language of the people." William Butler Yeats

How often do we confuse audiences? We assume they know what we are saying, yet we speak the jargon of our industry instead of the language of the people?

As you organize your ideas for a talk, keep in mind a few techniques:

1.  Compare the strange with the familiar. If your audience is unfamiliar with the concept you are addressing, compare it to something in their world so they get a sense of your idea.
2. Turn your fact into a picture. Instead of simply stating how large a state is, compare it in size to the state of your listeners (3 times the size of Ohio; it's like Ohio, Indiana, Michigan and Kentucky all put together)
3. Avoid technical terms. Put all language into the least educated listener's language. Or if teaching a term, take the time to do points 1 and 2.
4. Use visual aides. First, if your language requires teaching, show how the word or phrase is spelled. Secondly, make comparisons and pictures through your language or through graphics or by demonstration. And be sure the graphics are simple, clear and easy to see.

Clarity is the key to communication. If it's information we are trying to share, we must speak in terms the listener understands, otherwise they will not be informed. Help them walk away knowing how to explain what they just heard.