>> Hello again class, today we're going to go over chapter five and that is analyze,
I'm sorry chapter six analyzing the audience.
And before we get into that I'm going to play a clip here
of President Barack Obama, addressing the Nation.
Now as a president, they have a lot of different potential audiences and some
of those audiences can be global, they could be entire world, they could be the nation,
they can be particular groups within the nation so it could be just members of congress,
it could be members of their own political party, or it could be just donors.
The audience for a president could be a lot of different constituencies or a lot
of different of audiences there so.
As you are watching this I want you think about who the potential audiences
for this particular speech are and who the actual audience is
for this particular speech is so okay.
So let's listen.
>> The loss of these wonderful people should make everyone of us strive to be better.
To be better in our private lives, be better friends and neighbors, coworkers and parents.
And if, this has been discussed in recent days, their death helps usher
in more civility in our public discourse.
Let us remember it is not because a simply act of civility caused this tragedy, it did not,
but rather because only a more civil and honest public discourse can help us face
up to the challenges of our nation.
In a way that would make them proud.
[ Applause ]
>> Okay so for this he was addressing the nation, he says of our nation
so he's talking about the nation specifically.
Other audiences it could have been, it could have been just families
but probably wouldn't have been in a stadium.
The event was after the shooting at Gabby Gifford's in Arizona.
So knowing who the audience is.
Now with this, by knowing that it's a general audience he doesn't talk about things like,
we need gun control, we need background checks or any of that.
He keeps everything fairly neutral as far as the politics of it,
so doesn't bring politics into what he's saying.
He's just talking in general, broad terms
because he's doing it for a general broad audience.
Okay. So when you're giving your speech or when you're preparing your speech you need
to make sure that your audience centered.
And what that means is, it's keeping the audience foremost in mind during the speech,
during the preparation, during the presentation,
so through the whole thing he's keeping the audience in mind
as you're preparing it and as you're delivering it.
Okay, so audience centered is, things you need to know.
To whom am I speaking like the olden days when people would call and we didn't know who it was
because we didn't have caller id, we'd pick up the phone and say hello to whom am I speaking.
Yeah, no. So two, who are you speaking too?
What do you want them to nobly over do as a result of your speech.
So where are you taking them?
And then what's the most affective way to accomplish that?
So what do you them to know, believe or do, what's the best way to do that?
So, if you know those things then you can give an affective speech.
Okay. So identification and this is emphasizing common values,
goal and experiences with your audience.
And do not underestimate this.
If you can't identify with the audience, the audience isn't going to want to listen you
and they're not going to want to believe you.
And we could think of some, specifically politicians
that really have very poor identification with the audience
and very good identification with the audience.
And it made all the difference in how they were received so, we could think of people
like John Kerry or Al Gore or Mitt Romney as actual candidates and they're very stiff.
Really difficult for them to identify with the audience, the audience to identify with them
so they never really connected there.
But you get other people that do identify with the audience you could think of,
like George W Bush or Donald Trump that when they're speaking they really do identify
with the audience and the audience believes that they have their best interest in mind.
Bill Clinton same way.
So audience identification emphasizing common values, goals and experience.
Experience is really important with your speech because the audience will want to listen
to you and they'll want to believe you.
It lets the audience know why they should care about what you have to say.
Now you know this is a good topic.
You know this is an important topic, if it wasn't a good topic
or an important topic, you wouldn't have chosen it.
You chose it because it's good and it's important, but you go to let them know why.
That takes us to ego centrism and ego centrism is the tendency to be concerned
with your own values, beliefs and well being.
Now, we as speakers want to avoid being egocentric, we want to avoid only the unconcern
with our own values, beliefs and well being.
But we need to understand that the audience is going to be egocentric as well
and the audience is going to be concerned with their values, beliefs and well being,
so if we can be concerned with their values, beliefs and well being then we can identify
and relate to them much better and we're going to have a more affective speech.
Okay. So different types of analysis, I'm going to go over are three.
Two of them in your book and one of comes out of some marketing text.
So the first one demographic analysis and this is making an analysis based on things like age,
gender, religion, sexual orientation, race, ethnic, cultural background, that kind of stuff
and these are just broad categories that may or may not be useful to your speech.
So, they can and group memberships sometimes, although that one I'm going
to a little bit more detail here.
Sometimes by putting in, people into these broad categories it could lead to stereotyping.
And this is an oversimplified image of a group, it's done by assuming all members are alike.
So when you those broad categories sometimes you don't get the information you think
you're getting.
So, we want to be careful, if I'm going to do a speech on daycare knowing
that stuff might or not be useful.
And then we get into psychographic analysis, this is more of the group membership type
of analysis and this is based more on things like activities or hobbies
or lifestyle or personality type.
If I'm going to do a speech on daycare, knowing how old you are, gender or those types
of things might not help me very much by knowing
if you're a parent might help me a lot more regardless
of age or gender or any of that stuff.
If I'm going to do a speech on something like getting you to skydive.
Well, age and economic status, all that might be helpful but probably going to want,
better be served if I know what kind of activities, or hobbies, or lifestyle you have.
If your idea of a happening Friday night is a library or a museum, then I know I'm going
to have a tough sale trying to get you to jump out of a airplane.
If your idea of happening Friday night is you know bungee jumping or clubbing,
you know something like that that's very active and outgoing,
I know I'm going to have an easier time with it.
So sometimes psychographic analysis can help us a lot more because a lot
of times those activities can cross a lot of those other things like age or gender
or economics or background or any of that so.
Psychographic analysis this again comes more out of the marketing side of analysis.
And then we get into situational analysis and this is really important for you,
as a speaker because it kind of let's you know what you're walking into.
So situational analysis you want to know the size of the audience and this can be important
because if you're giving a speech to 20 people, 200 people
or 2,000 people there's a big difference there.
Some people might think 2,000 is easier or harder,
I'm going to say 2,000 is probably easier.
20 people for a lot of people is really hard because you can make eye contact
and see everyone and see their reaction.
200 people or 2,000 people a lot of times you've got a microphone and speakers and a stage
and a lot of times if it's indoor you've got house lights are off
so you don't really see the audience anyway.
So know what the situation is, know how big that audience is.
You don't want to be expecting a couple
of a dozen people though and find out you have 20,000.
So, know the size or expecting you know, showing up at an auditorium expecting it to be full
and finding out that you're only delivering your speech
to a conference room so, know what's going on.
What's the physical setting?
Will you have a podium, will you have a place for notes, will you have a stream,
will you able to use visuals, will you have water available?
Yeah it might seem like a silly thing, how do you get to the stage and off the stage
and if we've ever seen clips of George W Bush trying to exit his stage,
sometimes he would forget where he was suppose to leave and try to leave through locked doors
or couldn't find the opening in the curtains to get away.
So know the physical setting.
Where you coming, where you're going, how's it going to be?
Know the audiences disposition toward the topic.
Do they know anything about the topic, are they in favor of what you're talking about
or are they opposed to it, are they bored with it.
I've done a lot of presentations on things like safety meetings or inventory meetings
where you're doing the same training meeting to the same people every six months
because it's mandated by the company
and sometimes their disposition towards the topic is not very positive,
so you need to know that going in.
How do they feel about the speaker?
Do they know the speaker?
Again, I've had to do these trainings with people that knew me, some people like,
some people didn't and you want to be aware of that going in.
And then how do they feel about the occasion?
Are they happy to be there?
Are they upset to be here?
Are they bored at being there?
Know how they feel, what do they feel towards all these things,
these all matter for your preparation and your delivery.
Okay audience interest.
If you can't get the audience interested in what you have
to say it doesn't matter how great your supporting information is
or how wonderful your speech is, if they're not interested and don't listen, it doesn't matter.
Okay. So you need to let the audience know why it's important for them.
And what I always think of is the WIFM, from sales, what's in it for me.
You've got to show the audience what's in it for them, if you can't they're not going to care.
So we'll see an example here of the speaker letting the audience know why they should care
about the topic.
>> Suppose a total stranger was responsible for making life or death decisions about your life.
You'd want to have a say the person was, wouldn't you?
Well total strangers do make decisions that affect you every single day.
Those total strangers are called members of congress, senators and president.
And you can help choose all these people by doing one simple thing, voting on election day.
>> Now she starts this speech out by saying, hey today I'm going
to tell you about why you should vote.
The audience is going to go to sleep.
But she doesn't, she starts off with saying total strangers make life
or death decisions about you.
What? No way!
So now we're interested because you know life or death is kind of an important thing.
Okay. Audience attitude, this is the friend of mine in favor of or opposed to the person,
the policy, the belief, the institution, etcetera.
So know the audiences attitude towards these things because it's going
to affect how you write the speech,
how you prepare for the speech and how you deliver the speech.
And we'll see addressing the audience attitude here.
>> Those of you who oppose a sales tax for items purchased on the internet believe
that we are taxed enough already.
No one likes to pay taxes.
But internet sales tax is one way for our state to conquer its budget deficits.
As more and more people do their shopping online,
the state will continue to lose more and more revenue.
According to the Milwaukee Journal Sentinel, Wisconsin currently loses more
than a $150 million a year because of unpaid sales tax from online purchases.
That's a $150 a year that could be used to put people to work, to fund social services,
to pay for roads and to improve the quality of education right here at our university.
>> So he identifies with the audience, he lets you know I don't like this either but,
how we're going to use this money, we're going to use this money right here in this school.
So, he addresses that attitude, he acknowledges that the audience isn't going to necessarily
like it and gives us a reason to want to get beyond that.
Okay. How do you get information about the audience?
Well, you can't just poll the audience when you get there, you need to do that ahead of time.
So you could ask them questions.
Say you can do audience surveys, so we've got three different types of questions
for questionnaires, you've got fixed alternative, you've got scale questions
and you've got open ended questions and we'll go through each of these individually.
Now before we get into this, if you do want to use a questionnaire
in class, you need to plan ahead by a lot.
Before you can pass these out to the class I need to approve the questionnaire,
so I'll go over that with you to make sure your questions are correct and not misleading
and that they're getting what you're suppose to get.
So you need to give me the questions, I'll approve them, then you can send it
out to the class, maybe get the information back and then you need to put it all together so.
If you're going to do this you need to plan three or four weeks ahead of time,
so a lot of time when you're preparing your speech you just don't have that much time ahead
of time, but if you want to do it, if you want to think about the last speech in the class
or something, I'm happy to work with you on that so.
Different types of questions, the first one fixed alternative.
Might be something you're familiar with,
a lot of times multiple choice tests are that, they're fixed alternative.
So our example here, do you know what the insanity plea is in the US legal system?
Yes, no, not sure.
So I'm giving the audience some fixed alternatives.
They can say yes, they can say no, they're can say they're not sure.
Sometimes though with fixed alternatives you don't really get the information you want
to get.
With, the liability with this particular question might be you're going
to have people say that they know what the insanity plea is when they really don't,
you're going to have people that do know
and they don't think they know so they're going to say no.
The only actual answer you can be confident with is not sure.
Cause if they're not sure, marked not sure, they're not sure.
So, fixed alternative it could be good because it gives a definitive answer,
but it can be bad because we don't necessarily know
with this particular one sometimes if they're correct or not, okay.
So sometimes we use things like a scale or a like or type scale.
So with this how often do you believe the insanity plea is used in US court cases?
And I can choose very seldom, seldom, neither seldom nor often, often, very often.
Now this particular scale gives me kind of a middle ground.
Sometimes you don't have that middle choice,
you just have very seldom, seldom, often or very often.
Now with this it can help in judging an attitude about something.
So it can be helpful, but sometimes it doesn't give you the information exactly the way you
need it.
And then sometimes you could use open ended question and that is what's your opinion
about the insanity plea in the US court cases?
If I ask this question of 25 of you I could 25 different answers.
Now that could be useful, if I got 25 different answers then I can go back to the class and say,
so I see there's no consensus in the class for what the insanity plea or what their opinion
about it is, or more or likely out of 25 people I'm probably going to get ten
or 12 that are same, I'm going to get five or six that have another answer,
three or four that have another answer and then a couple of one or two people groups there.
So, it can be helpful or it cannot be helpful.
Okay. So we'll see an example of using questionnaires, not the nice thing
when you use a questionnaire, again, really draw the audience into your speech because a lot
of times we fill out questionnaires and we never get the results for them,
we don't know how we rated or ranked in comparison to other people,
unless it's like one of those internet instant polls.
But like legitimate, like serious polling,
we might answer the questions and never know the results so.
We'll see an example here using questionnaires in your speech.
>> I know from my class survey that all
but two of you oppose a state sales tax for online purchases.
You cite two main reasons for your opposition.
First, you believe we're taxed enough already
and second you think it would be to difficult to implement.
During my speech today I will address both objections in an effort to convince you
that an internet sales tax is needed now more than ever.
>> Okay and we can see with this question it was probably something like are you in favor
or opposed too an internet sales tax and then if you're opposed to it is it,
why it could have been an open ended question
or it could have been select from some choices there so.
The good thing is by using them he could address the very specific attitudes that are present
in the room when he's giving the speech.
Okay. Adapting after for your audience.
So use the experience to prepare for the next speech when it's appropriate, so afterwards,
after you're done with your speech, think about it and prepare for the next one.
Now during the speech you want to address for unexpected circumstances, so, what are you going
to do if the computer doesn't work and you don't have PowerPoint or you don't have a podium
or whatever else happens, what are you going to do?
Be, expect the unexpected, expect that something might not go right and be ready for it.
Watch for feedback during the speech so.
If you're giving your speech and your audience looks confused, sometimes you know you need
to slow down a little bit or give another example or if they look
like they're getting it sometimes you can shorten your examples and move on.
After use the experience and prepare for the next speech.
Okay next time we'll talk about gathering materials
and where you need to go to get those things.
Okay, once again have a fabulous week and we'll see you next week.