Components of Effective Oral Communication
Using extemporaneous method for an oral presentation is quite useful because of the way the message sent to the audience is delivered. When an oral presenter shows some degree of care about his audience by the manner through which he structures his oral presentation, their attention is drawn towards the points being passed and the intended target of the oral communication is reached (Rowe, 2006).
In spite of the impromptu method being a method of delivering an oral presentation, it is however characterized by poor organization and incompetence. This does not work to draw the audience to the points being passed as the manner in which the oral presentation is delivered suggests that the oral presenter is indifferent to their feelings.
The reading method is also quite effective in delivering an oral presentation as it ensures that an oral presenter provides accurate information or points in an area where he or she lacks expertise. However, using it for an oral presentation displays the lack of knowledge of the oral presenter to the audience (Snyder, Salanitro, Estrada, Centor, & Castiglioni, 2011).
Memorization method can be quite effective in delivering an oral presentation as it involves an oral presenter mastering all the key points to be delivered. However, the method is not effective because the occasions may arise where he or she forgets the points to be given and resorts to the impromptu method (Newman, 2014).
Why the Methods Are Beneficial
Reasons for delivering an oral presentation vary for different occasions and situations. One may give an oral presentation for the purposes of educating, entertaining, or inspiring. The purpose of an oral presentation helps an oral presenter in structuring the points or topics of his or her presentation (Elfering, Grebner, & Wehr, 2012).
Moreover, selecting an appropriate method for an oral presentation assists an oral presenter in choosing and limiting the subject or points to be passed (McBurney & White, 2010). This is beneficial to an oral presenter as it determines accurately the topic and subject area to be addressed. There are situations where the subject in question may be too broad to present within the allocated time, therefore reviewing the topic may assist in selecting and limiting the subject points to be discussed. In addition, the methods are also beneficial because they help an oral presenter in creating a speech outline as well as in performing practices before delivering the oral speech to ensure that accuracy and quality are achieved during the entire process (Krizan, 2011).
References
Elfering, A., Grebner, S., & Wehr, S. (2012). “Loss of Feedback Information Given during Oral Presentations.” Psychology Learning & Teaching 11(1), 66-76.
Krizan, A. C. (2011). Business communication. Australia: South-Western Cengage Learning.
McBurney, D., & White, T. (2010). Research Methods. Belmont, CA: Wadsworth Cengage Learning.
Newman, A. (2014). Business Communication: In Person, in Print, Online. Place of publication not identified: Cengage Learning.
Rowe, T. (2006). A Preparation Guide for the Assessment Center Method. Springfield, IL: Charles C. Thomas.
Snyder, E.D., Salanitro, A.H., Estrada, C., Centor, R.M., & Castiglioni, A. (2011). “Preparing for Oral Scientific and Clinical Vignette Presentations.” Journal of Graduate Medical Education 3(4), 554-57.