The most recent updated version of this chapter is at: https://opentext.ku.edu/teams/chapter/persuasive-presentations/
Content in this chapter is adapted from: https://open.lib.umn.edu/businesscommunication/
We are more easily persuaded, in general, by the reasons that we ourselves discovers than by those which are given to us by others.
For every sale you miss because you’re too enthusiastic, you will miss a hundred because you’re not enthusiastic enough.
- Please list three things that you recently purchased, preferably in the last twenty-four hours—the things can be items or services. Decide which purchase on your list stands out as most important to you and consider why you made that purchase decision. See if you can list three reasons. Now pretend you are going to sell that same item or service to a friend—would the three reasons remain the same, or would you try additional points for them to consider? Compare your results with a classmate.
- Please think of one major purchase you made in the past year. It should be significant to you, and not a daily or monthly purchase. Once you made the purchase decision and received the item (e.g., a car), did you notice similar cars on the roads? Did you pay attention to details like color, modifications, or reports in the popular press about quality? Did you talk to your friends about it? What kind of information did you pay attention to—information that reinforced your purchase decision, or information that detracted from your appreciation of your newly acquired possession? Discuss your responses with classmates.
No doubt there has been a time when you wanted something from your parents, your supervisor, or your friends, and you thought about how you were going to present your request. But do you think about how often people—including people you have never met and never will meet—want something from you? When you watch television, advertisements reach out for your attention, whether you watch them or not. When you use the Internet, pop-up advertisements often appear. Living in the United States, and many parts of the world, means that you have been surrounded, even inundated, by persuasive messages. Mass media in general and television in particular make a significant impact you will certainly recognize.
Consider these facts:
- The average person sees between four hundred and six hundred ads per day—that is forty million to fifty million by the time he or she is sixty years old. One of every eleven commercials has a direct message about beauty (Raimondo M., 2010).
- By age eighteen, the average American teenager will have spent more time watching television—25,000 hours—than learning in a classroom (Ship, J., 2005).
- An analysis of music videos found that nearly one-fourth of all MTV videos portray overt violence, with attractive role models being aggressors in more than 80 percent of the violent videos (DuRant, R. H., 1997).
- Forty percent of nine- and ten-year-old girls have tried to lose weight, according to an ongoing study funded by the National Heart, Lung and Blood Institute (Body image and nutrition: Fast facts., 2009).
- A 1996 study found that the amount of time an adolescent watches soaps, movies, and music videos is associated with their degree of body dissatisfaction and desire to be thin (Tiggemann, M. and Pickering, A. S., 1996).
- Identification with television stars (for girls and boys), models (girls), or athletes (boys) positively correlated with body dissatisfaction (Hofschire, L. J. and Greenberg, B. S., 2002).
- At age thirteen, 53 percent of American girls are “unhappy with their bodies.” This grows to 78 percent by the time they reach seventeen (Brumber, J. J., 1997).
- By age eighteen, the average American teenager will witness on television 200,000 acts of violence, including 40,000 murders (Huston, A. C., et al., 1992).
Mass communication contains persuasive messages, often called propaganda, in narrative form, in stories and even in presidential speeches. When President Bush made his case for invading Iraq, his speeches incorporated many of the techniques we’ll cover in this chapter. Your local city council often involves dialogue, and persuasive speeches, to determine zoning issues, resource allocation, and even spending priorities. You yourself have learned many of the techniques by trial and error and through imitation. If you ever wanted the keys to your parents’ car for a special occasion, you used the principles of persuasion to reach your goal.
- Demonstrate an understanding of the importance of persuasion.
- Describe similarities and differences between persuasion and motivation.
Persuasion is an act or process of presenting arguments to move, motivate, or change your audience. Aristotle taught that rhetoric, or the art of public speaking, involves the faculty of observing in any given case the available means of persuasion (Covino, W. A. and Jolliffe, D. A., 1995). In the case of President Obama, he may have appealed to your sense of duty and national values. In persuading your parents to lend you the car keys, you may have asked one parent instead of the other, calculating the probable response of each parent and electing to approach the one who was more likely to adopt your position (and give you the keys). Persuasion can be implicit or explicit and can have both positive and negative effects. In this chapter we’ll discuss the importance of ethics, as we have in previous chapters, when presenting your audience with arguments in order to motivate them to adopt your view, consider your points, or change their behavior.
Motivation is distinct from persuasion in that it involves the force, stimulus, or influence to bring about change. Persuasion is the process, and motivation is the compelling stimulus that encourages your audience to change their beliefs or behavior, to adopt your position, or to consider your arguments. Why think of yourself as fat or thin? Why should you choose to spay or neuter your pet? Messages about what is beautiful, or what is the right thing to do in terms of your pet, involve persuasion, and the motivation compels you to do something.
Another way to relate to motivation also can be drawn from the mass media. Perhaps you have watched programs like Law and Order, Cold Case, or CSI where the police detectives have many of the facts of the case, but they search for motive. They want to establish motive in the case to provide the proverbial “missing piece of the puzzle.” They want to know why someone would act in a certain manner. You’ll be asking your audience to consider your position and provide both persuasive arguments and motivation for them to contemplate. You may have heard a speech where the speaker tried to persuade you, tried to motivate you to change, and you resisted the message. Use this perspective to your advantage and consider why an audience should be motivated, and you may find the most compelling examples or points. Relying on positions like “I believe it, so you should too,” “Trust me, I know what is right,” or “It’s the right thing to do” may not be explicitly stated but may be used with limited effectiveness. Why should the audience believe, trust, or consider the position “right?” Keep an audience-centered perspective as you consider your persuasive speech to increase your effectiveness.
You may think initially that many people in your audience would naturally support your position in favor of spaying or neutering your pet. After careful consideration and audience analysis, however, you may find that people are more divergent in their views. Some audience members may already agree with your view, but others may be hostile to the idea for various reasons. Some people may be neutral on the topic and look to you to consider the salient arguments. Your audience will have a range of opinions, attitudes, and beliefs across a range from hostile to agreement.
Rather than view this speech as a means to get everyone to agree with you, look at the concept of measurable gain, a system of assessing the extent to which audience members respond to a persuasive message. You may reinforce existing beliefs in the members of the audience that agree with you and do a fine job of persuasion. You may also get hostile members of the audience to consider one of your arguments, and move from a hostile position to one that is more neutral or ambivalent. The goal in each case is to move the audience members toward your position. Some change may be small but measurable, and that is considered gain. The next time a hostile audience member considers the issue, they may be more open to it. Figure 1 “Measurable Gain” is a useful diagram to illustrate this concept.
Edward Hall also underlines this point when discussing the importance of context. The situation in which a conversation occurs provides a lot of meaning and understanding for the participants in some cultures. In Japan, for example, the context, such as a business setting, says a great deal about the conversation and the meaning to the words and expressions within that context. In the United States, however, the concept of a workplace or a business meeting is less structured, and the context offers less meaning and understanding.
Cultures that value context highly are aptly called high-context cultures. Those that value context to a lesser degree are called low-context cultures. These divergent perspectives influence the process of persuasion and are worthy of your consideration when planning your speech. If your audience is primarily high-context, you may be able to rely on many cultural norms as you proceed, but in a low-context culture, like the United States, you’ll be expected to provide structure and clearly outline your position and expectations. This ability to understand motivation and context is key to good communication, and one we will examine throughout this chapter.
Persuasion is the act of presenting arguments for change, while motivation involves the force to bring about change. The concept of measurable gain assesses audience response to a persuasive message.
- Select an online advertisement that you find particularly effective or ineffective. Why does it succeed, or fail, in persuading you to want to buy the advertised product? Discuss your ideas with your classmates.
- Think of a social issue, widely held belief, or political position where change has occurred in your lifetime, or where you would like to see change happen. What kinds of persuasion and motivation were involved—or would need to happen—to produce measurable gain? Explain your thoughts to a classmate.
- Think of a time when someone tried to persuade you to do something you did not want to do. Did their persuasion succeed? Why or why not? Discuss the event with a classmate.
- Identify and describe several basic needs that people seek to fulfill when they communicate.
In this section we will examine why we communicate, illustrating how meeting the listener’s basic needs is central to effective communication. It’s normal for the audience to consider why you are persuading them, and there is significant support for the notion that by meeting the audience’s basic needs, whether they are a customer, colleague, or supervisor, you will more effectively persuade them to consider your position.
Not all oral presentations involve taking a position, or overt persuasion, but all focus on the inherent relationships and basic needs within the business context. Getting someone to listen to what you have to say involves a measure of persuasion, and getting that person to act on it might require considerable skill. Whether you are persuading a customer to try a new product or service, or informing a supplier that you need additional merchandise, the relationship is central to your communication. The emphasis inherent in our next two discussions is that we all share this common ground, and by understanding that we share basic needs, we can better negotiate meaning and achieve understanding.
Table 1 “Reasons for Engaging in Communication” presents some reasons for engaging in communication. As you can see, the final item in the table indicates that we communicate in order to meet our needs. What are those needs? We will discuss them next.
Table 1 Reasons for Engaging in Communication
|Review||Why We Engage in Communication|
|Gain Information||We engage in communication to gain information. This information can involve directions to an unknown location, or a better understanding about another person through observation or self-disclosure.|
|Understand Communication Contexts||We also want to understand the context in which we communication, discerning the range between impersonal and intimate, to better anticipate how to communicate effectively in each setting.|
|Understand Our Identity||Through engaging in communication, we come to perceive ourselves, our roles, and our relationships with others.|
|Meet Our Needs||We meet our needs through communication.|
If you have taken courses in anthropology, philosophy, psychology, or perhaps sociology in the past, you may have seen Maslow’s hierarchy of needs (Figure 3 “Maslow’s Hierarchy”). Psychologist Abraham Maslow provides seven basic categories for human needs, and arranges them in order of priority, from the most basic to the most advanced.
In this figure, we can see that we need energy, water, and air to live. Without any of these three basic elements, which meet our physiological needs (1), we cannot survive. We need to meet them before anything else, and will often sacrifice everything else to get them. Once we have what we need to live, we seek safety (2). A defensible place, protecting your supply lines for your most basic needs, could be your home. For some, however, home is a dangerous place that compromises their safety. Children and victims of domestic violence need shelter to meet this need. In order to leave a hostile living environment, people may place the well-being and safety of another over their own needs, in effect placing themselves at risk. An animal would fight for its own survival above all else, but humans can and do acts of heroism that directly contradict their own self-interest. Our own basic needs motivate us, but sometimes the basic needs of others are more important to us than our own.
We seek affection from others once we have the basics to live and feel safe from immediate danger. We look for a sense of love and belonging (3). All needs in Maslow’s model build on the foundation of the previous needs, and the third level reinforces our need to be a part of a family, community, or group. This is an important step that directly relates to business communication. If a person feels safe at your place of business, they are more likely to be open to communication. Communication is the foundation of the business relationship, and without it, you will fail. If they feel on edge, or that they might be pushed around, made to feel stupid, or even unwanted, they will leave and your business will disappear. On the other hand, if you make them feel welcome, provide multiple ways for them to learn, educate themselves, and ask questions in a safe environment, you will form relationships that transcend business and invite success.
Once we have been integrated in a group, we begin to assert our sense of self and self-respect, addressing our need for self-esteem (4). Self-esteem is essentially how we feel about ourselves. Let’s say you are a male, but you weren’t born with a “fix-it” gene. It’s nothing to be ashamed of, but for many men it can be hard to admit. We no longer live in a time when we have to build our own houses or learn about electricity and plumbing as we grow up, and if it is not part of your learning experience, it is unreasonable to expect that you’ll be handy with a wrench from the first turn.
The do-it-yourself chain Home Depot may have recognized how this interest in home repair is paired with many men’s reluctance to admit their lack of experience. They certainly turned it into an opportunity. Each Saturday around the country, home repair clinics on all sorts of tasks, from cutting and laying tile to building a bird house, are available free to customers at Home Depot stores. You can participate, learn, gain mastery of a skill set, and walk out of the store with all the supplies you need to get the job done. You will also now know someone (the instructor, a Home Depot employee) whom you can return to for follow-up questions. Ultimately, if you don’t succeed in getting the job done right, they will help you arrange for professional installation. This model reinforces safety and familiarity, belonging to a group or perceiving a trustworthy support system, and the freedom to make mistakes. It’s an interactive program that squarely addresses one of customers’ basic of human needs.
Maslow discusses the next level of needs in terms of how we feel about ourselves and our ability to assert control and influence over our lives. Once we are part of a group and have begun to assert ourselves, we start to feel as if we have reached our potential and are actively making a difference in our own world. Maslow calls this self-actualization (5). Self-actualization can involve reaching your full potential, feeling accepted for who you are, and perceiving a degree of control or empowerment in your environment. It may mean the freedom to go beyond building the bird house to the tree house, and to design it yourself as an example of self-expression.
As we progress beyond these levels, our basic human curiosity about the world around us emerges. When we have our basic needs met, we do not need to fear losing our place in a group or access to resources. We are free to explore and play, discovering the world around us. Our need to know (6) motivates us to grow and learn. You may have taken an elective art class that sparked your interest in a new area, or your started a new sport or hobby, like woodworking. If you worked at low-paying jobs that earned you barely enough to meet your basic needs, you may not be able to explore all your interests. You might be too exhausted after sixty or seventy hours a week on a combination of the night shift and the early morning shift across two jobs. If you didn’t have to work as many hours to meet your more basic needs, you’d have time to explore your curiosity and address the need to learn. Want to read a good book? You’d have the time. Want to take a watercolor class? Sounds interesting. If, however, we are too busy hunting and gathering food, there is little time for contemplating beauty.
Beyond curiosity lies the aesthetic need to experience beauty (7). Form is freed from function, so that a wine bottle opener can be appreciated for its clever design that resembles a rabbit’s head instead of simply how well it works to remove the cork. The appreciation of beauty transcends the everyday, the usual; it becomes exceptional. You may have walked in a building or church and become captivated by the light, the stained-glass windows, or the design. That moment that transcends the mundane, that stops you in your tracks, comes close to describing the human appreciation for the aesthetic, but it’s really up to you.
We can see in Maslow’s hierarchy how our most basic needs are quite specific, and as we progress through the levels, the level of abstraction increases until ultimately we are freed from the daily grind to contemplate the meaning of a modern painting. As we increase our degree of interconnectedness with others, we become interdependent and, at the same time, begin to express independence and individuality. As a speaker, you may seek the safety of the familiar, only to progress with time and practice to a point where you make words your own.
Your audience will share with you a need for control. You can help meet this need by constructing your speech with an effective introduction, references to points you’ve discussed, and a clear conclusion. The introduction will set up audience expectations of points you will consider, and allow the audience to see briefly what is coming. Your internal summaries, signposts, and support of your main points all serve to remind the audience what you’ve discussed and what you will discuss. Finally, your conclusion answers the inherent question, “Did the speaker actually talk about what they said they were going to talk about?” and affirms to the audience that you have fulfilled your objectives.
We are motivated to communicate in order to gain information, get to know one another, better understand our situation or context, come to know ourselves and our role or identity, and meet our fundamental interpersonal needs.
- Consider your life in relation to Maslow’s hierarchy of needs. To what degree do you feel you have attained the different levels in the hierarchy? Two or three years ago, were you at the same level where you currently are, or has your position in the hierarchy changed? In what ways do you expect it to change in the future? Discuss your thoughts with your classmates.
- Think of a conversation you have had within the past day. What were the reasons for having that conversation? Can you relate it to the reasons for engaging in conversation listed in Table 1 “Reasons for Engaging in Communication”? Discuss your thoughts with a classmate.
- Write a brief paragraph about getting to know someone. Discuss whether, in your experience, it followed the social penetration theory. Share and compare with classmates.
- Demonstrate the importance of ethics as part of the persuasion process.
- Identify and provide examples of eight common fallacies in persuasive speaking.
What comes to mind when you think of speaking to persuade? Perhaps the idea of persuasion may bring to mind propaganda and issues of manipulation, deception, intentional bias, bribery, and even coercion. Each element relates to persuasion, but in distinct ways. In a democratic society, we would hope that our Bill of Rights is intact and validated, and that we would support the exercise of freedom to discuss, consider and debate issues when considering change. We can recognize that each of these elements in some ways has a negative connotation associated with it. Why do you think that deceiving your audience, bribing a judge, or coercing people to do something against their wishes is wrong? These tactics violate our sense of fairness, freedom, and ethics.
Manipulation involves the management of facts, ideas or points of view to play upon inherent insecurities or emotional appeals to one’s own advantage. Your audience expects you to treat them with respect, and deliberately manipulating them by means of fear, guilt, duty, or a relationship is unethical. In the same way, deception involves the use of lies, partial truths, or the omission of relevant information to deceive your audience. No one likes to be lied to, or made to believe something that is not true. Deception can involve intentional bias, or the selection of information to support your position while framing negatively any information that might challenge your belief.
Bribery involves the giving of something in return for an expected favor, consideration, or privilege. It circumvents the normal protocol for personal gain, and again is a strategy that misleads your audience. Coercion is the use of power to compel action. You make someone do something they would not choose to do freely. You might threaten punishment, and people may go along with you while the “stick” is present, but once the threat is removed, they will revert to their previous position, often with new antagonism toward the person or agency that coerced them. While you may raise the issue that the ends justify the means, and you are “doing it for the audience’s own good,” recognize the unethical nature of coercion.
As Martin Luther King Jr. stated in his advocacy of nonviolent resistance, two wrongs do not make a right. They are just two wrongs and violate the ethics that contribute to community and healthy relationships. Each issue certainly relates to persuasion, but you as the speaker should be aware of each in order to present an ethical persuasive speech. Learn to recognize when others try to use these tactics on you, and know that your audience will be watching to see if you try any of these strategies on them.
Eleven Points for Speaking Ethically
In his book Ethics in Human Communication (Johannesen, R., 1996), Richard Johannesen offers eleven points to consider when speaking to persuade. His main points reiterate many of the points across this chapter and should be kept in mind as you prepare, and present, your persuasive message.
- use false, fabricated, misrepresented, distorted or irrelevant evidence to support arguments or claims.
- intentionally use unsupported, misleading, or illogical reasoning.
- represent yourself as informed or an “expert” on a subject when you are not.
- use irrelevant appeals to divert attention from the issue at hand.
- ask your audience to link your idea or proposal to emotion-laden values, motives, or goals to which it is actually not related.
- deceive your audience by concealing your real purpose, by concealing self-interest, by concealing the group you represent, or by concealing your position as an advocate of a viewpoint.
- distort, hide, or misrepresent the number, scope, intensity, or undesirable features of consequences or effects.
- use “emotional appeals” that lack a supporting basis of evidence or reasoning.
- oversimplify complex, gradation-laden situations into simplistic, two-valued, either-or, polar views or choices.
- pretend certainty where tentativeness and degrees of probability would be more accurate.
- advocate something which you yourself do not believe in.
Aristotle said the mark of a good person, well spoken was a clear command of the faculty of observing in any given case the available means of persuasion. He discussed the idea of perceiving the many points of view related to a topic, and their thoughtful consideration. While it’s important to be able to perceive the complexity of a case, you are not asked to be a lawyer defending a client.
In your speech to persuade, consider honesty and integrity as you assemble your arguments. Your audience will appreciate your thoughtful consideration of more than one view, your understanding of the complexity, and you will build your ethos, or credibility, as you present. Be careful not to stretch the facts, or assemble them only to prove yourself, and instead prove the argument on its own merits. Deception, coercion, intentional bias, manipulation and bribery have no place in your speech to persuade.
Fallacies are another way of saying false logic. These rhetorical tricks deceive your audience with their style, drama, or pattern, but add little to your speech in terms of substance and can actually detract from your effectiveness. There are several techniques or “tricks” that allow the speaker to rely on style without offering substantive argument, to obscure the central message, or twist the facts to their own gain. Here we will examine the eight classical fallacies. You may note that some of them relate to the ethical cautions listed earlier in this section. Eight common fallacies are presented in Table 5 “Fallacies”. Learn to recognize these fallacies so they can’t be used against you, and so that you can avoid using them with your audience.
Table 5 Fallacies
|1. Red Herring||Any diversion intended to distract attention from the main issue, particularly by relating the issue to a common fear.||It’s not just about the death penalty; it’s about the victims and their rights. You wouldn’t want to be a victim, but if you were, you’d want justice.|
|2. Straw Man||A weak argument set up to be easily refuted, distracting attention from stronger arguments||What if we released criminals who commit murder after just a few years of rehabilitation? Think of how unsafe our streets would be then!|
|3. Begging the Question||Claiming the truth of the very matter in question, as if it were already an obvious conclusion.||We know that they will be released and unleashed on society to repeat their crimes again and again.|
|4. Circular Argument||The proposition is used to prove itself. Assumes the very thing it aims to prove. Related to begging the question.||Once a killer, always a killer.|
|5. Ad Populum||Appeals to a common belief of some people, often prejudicial, and states everyone holds this belief. Also called the Bandwagon Fallacy, as people “jump on the bandwagon” of a perceived popular view.||Most people would prefer to get rid of a few “bad apples” and keep our streets safe.|
|6. Ad Hominem||“Argument against the man” instead of against his message. Stating that someone’s argument is wrong solely because of something about the person rather than about the argument itself.||Our representative is a drunk and philanderer. How can we trust him on the issues of safety and family?|
|7. Non Sequitur||“It does not follow.” The conclusion does not follow from the premises. They are not related.||Since the liberal antiwar demonstrations of the 1960s, we’ve seen an increase in convicts who got let off death row.|
|8. Post Hoc Ergo Propter Hoc||“After this, therefore because of this,” also called a coincidental correlation. It tries to establish a cause-and-effect relationship where only a correlation exists.||Violent death rates went down once they started publicizing executions.|
Avoid false logic and make a strong case or argument for your proposition. Finally, here is a five-step motivational checklist to keep in mind as you bring it all together:
- Get their attention
- Identify the need (i.e., Problem)
- Satisfy the need (i.e., Solution to the problem)
- Present a vision or solution
- Take action
This simple organizational pattern can help you focus on the basic elements of a persuasive message when time is short and your performance is critical.
Speaking to persuade should not involve manipulation, coercion, false logic, or other unethical techniques.
- Can persuasion be ethical? Why or why not? Discuss your opinion with a classmate.
- Select a persuasive article or video from a Web site that you feel uses unethical techniques to persuade the audience. What techniques are being used? What makes them unethical? Discuss your findings with your classmates.
- Find an example of a particularly effective scene where a character in your favorite television program is persuaded to believe or do something. Write a two- to three-paragraph description of the scene and why it was effective. Share and compare with classmates.
- Find an example of a particularly ineffective scene where a character in your favorite television program is not persuaded to believe or do something. Write a two- to three-paragraph description of the scene and why it was ineffective. Share and compare with classmates.
- Find an example of a fallacy in an advertisement and share it with the class.
- Find an example of an effective argument in an advertisement and share it with the class.
- Write a two- to three-paragraph description of a persuasive message that caused you to believe or do something. Share and compare your description with classmates.
- Discuss the basic parts of an elevator speech.
- Create an effective elevator speech.
An elevator speech is to oral communication what a Twitter message (limited to 140 characters) is to written communication. It has to engage and interest the listener, inform and/or persuade, and be memorable (Howell, L., 2006). An elevator speech is a presentation that persuades the listener in less than thirty seconds, or around a hundred words. It takes its name from the idea that in a short elevator ride (of perhaps ten floors), carefully chosen words can make a difference. In addition to actual conversations taking place during elevator rides, other common examples include the following:
- An entrepreneur making a brief presentation to a venture capitalist or investor
- A conversation at the water cooler
- Comments during intermission at a basketball game
- A conversation as you stroll across the parking lot
Creating an Elevator Speech
An elevator speech does not have to be a formal event, though it can be. An elevator speech is not a full sales pitch and should not get bloated with too much information. The idea is not to rattle off as much information as possible in a short time, nor to present a “canned” thirty-second advertising message, but rather to give a relaxed and genuine “nutshell” summary of one main idea. The speech can be generic and nonspecific to the audience or listener, but the more you know about your audience, the better. When you tailor your message to that audience, you zero in on your target and increase your effectiveness (Albertson, E., 2008). The emphasis is on brevity, but a good elevator speech will address several key questions:
- What is the topic, product or service?
- Who are you?
- Who is the target market? (if applicable)
- What is the revenue model? (if applicable)
- What or who is the competition and what are your advantages?
Table 7 “Parts of an Elevator Speech” adapts the five parts of a speech to the format of the elevator speech.
Table 7 Parts of an Elevator Speech
|Speech Component||Adapted to Elevator Speech|
|Attention Statement||Hook + information about you|
|Introduction||What you offer|
|Body||Benefits; what’s in it for the listener|
|Conclusion||Example that sums it up|
|Residual Message||Call for action|
- How are you doing?
- Great! Glad you asked. I’m with (X Company) and we just received this new (product x)—it is amazing. It beats the competition hands down for a third of the price. Smaller, faster, and less expensive make it a winner. It’s already a sales leader. Hey, if you know anyone who might be interested, call me! (Hands business card to the listener as visual aid)
You often don’t know when opportunity to inform or persuade will present itself, but with an elevator speech, you are prepared!
- Pick a product or service and prepare an elevator speech (less than a hundred words, no more than thirty seconds). Rehearse the draft out loud to see how it sounds and post or present it in class.
- Find an example of an elevator speech online (YouTube, for example) and review it. Post the link and a brief summary of strengths and weaknesses. Share and compare with classmates.
- Prepare an elevator speech (no more than thirty seconds) and present to the class.
- Albertson, E. (2008). How to open doors with a brilliant elevator speech. New Providence, NJ: R. R. Bowker.
- Howell, L. (2006). Give your elevator speech a lift. Bothell, WA: Publishers Network.
- Johannesen, R. (1996). Ethics in human communication (4th ed.). Prospect Heights, IL: Waveland Press.
- Altman, I., & Taylor, D. (1973). Social penetration: The development of interpersonal relationships. New York, NY: St. Martin’s Press.
- American Foreign Service Manual. (1975).
- Maslow, A. (1970). Motivation and personality (2nd ed.). New York, NY: Harper & Roe.
- Covino, W. A., & Jolliffe, D. A. (1995). Rhetoric: Concepts, definitions, boundaries. Boston, MA: Allyn & Bacon.
- Hall, E. (1966). The hidden dimension. New York, NY: Doubleday.
- Body image and nutrition: Fast facts. (2009). Teen Health and the Media. Retrieved from http://depts.washington.edu/thmedia/view.cgi?section=bodyimage&page=fastfacts.
- Brumberg, J. J. (1997). The body project: An intimate history of American girls. New York, NY: Random House.
- DuRant, R. H. (1997). Tobacco and alcohol use behaviors portrayed in music videos: Content analysis. American Journal of Public Health, 87, 1131–1135.
- Hofschire, L. J., & Greenberg, B. S. (2002). Media’s impact on adolescent’s body dissatisfaction. In D. Brown, J. R. Steele, & K. Walsh-Childers (Eds.), Sexual Teens, Sexual Media. NJ: Lawrence Erlbaum Associates, Inc.
- Huston, A. C., et al. (1992). Big world, small screen: The role of television in American society. Lincoln: University of Nebraska Press.\
- Raimondo, M. (2010). About-face facts on the media. About-face. Retrieved from http://www.about-face.org/r/facts/media.shtml.
- Ship, J. (2005, December). Entertain. Inspire. Empower. How to speak a teen’s language, even if you’re not one. ChangeThis. Retrieved from http://www.changethis.com/pdf/20.02.TeensLanguage.pdf.
- Tiggemann, M., & Pickering, A. S. (1996). Role of television in adolescent women’s body: Dissatisfaction and drive for thinness. International Journal of Eating Disorders, 20, 199–203.