One of the advantages of studying public speaking and improving your own skills is that you become much more aware of what other speakers do. In one respect, we are able to look for ways to emulate what they do—for example, how they might seamlessly incorporate stories or examples into their speaking, or how they might use transitions to help audiences follow the speech’s logic. In another respect, we become aware of how a speaker might use dramatic delivery or emotional appeals to hide a lack of facts or logic. A course in public speaking should include ways to improve one’s listening to public speaking.
This chapter will look at the audience from both sides of the lectern, so to speak. First it will examine how a presenter can fully understand the audience, which will aid the speaker in constructing the approach and content of the speech. Secondly, this chapter will examine the public speaker as audience member and how to get the most out of a speech, even if the topic does not seem immediately interesting.
As discussed earlier, we have Paul Watzlawick, Janet Beavin, and Don Jackson (1967) to thank for pointing out to us that communication always involves a content dimension and a relationship dimension. Nowhere does that become more important than when we look into what is commonly known as audience analysis. Their concept about content and relationship dimension will guide this chapter. You are not using the speech to dump a large amount of content on the audience; you are making that content important, meaningful, and applicable to them. Additionally, the way the audience perceives you and your connection to them—such as whether there is mutual trust and respect—will largely determine your success with the audience. The speaker must respect the audience as well and the audience should trust the speaker.
When we use the term audience analysis, we mean looking at the audience first by its demographic characteristics and then by their internal psychological traits. “Demo-” comes the Greek root word demos meaning “people,” and “-graphic” means description or drawing. Demographic characteristics describe the outward characteristics of the audience. This textbook will discuss eleven of them below, although you might see longer or shorter lists in other sources. Some of them are obvious and some not as much. But before we get into the specific demographic characteristics, let’s look at three principles.
First, be careful not to stereotype on the basis of a demographic characteristic. Stereotyping is generalizing about a group of people and assuming that because a few persons in that group have a characteristic, all of them do. If someone were sitting near campus and saw two students drive by in pickup trucks and said, “All students at that college drive pickup trucks,” that would be both stereotyping and the logical fallacy of hasty generalization. At the same time, one should not totalize about a person or group of persons.
Totalizing is taking one characteristic of a group or person and making that the “totality” or sum total of what that person or group is. Totalizing often happens to persons with disabilities, for example; the disability is seen as the totality of that person, or all that person is about. This can be both harmful to the relationship and ineffective as a means of communicating. If a speaker before a group of professional women totalizes and concludes that some perception of “women’s issues” are all they care about, the speaker will be less effective and possibly unethical.
Avoiding stereotyping and totalizing is important because you cannot assume everything about an audience based on just one demographic characteristic. Only two or three might be important, but in other cases, several demographic characteristics matter. The age of a group will be important in how they think about investing their money, but so will the socio-economic level, career or profession, and even where they live. Even their religious beliefs may come into it, since many religious groups have teachings about how much income should be given to charity. A good speaker will be aware of more than one or two characteristics of the audience.
Second, in terms of thinking about demographic characteristics, not all of them are created equal, and not all of them are important in every situation. When parents come to a PTA meeting, they are concerned about their children and playing the important role of “parent,” rather than being concerned about their profession. When senior citizens are thinking about how they will pay for their homes in retirement years, their ethnicity probably has less to do with it as much as their age and socio-economic level.
Third, there are two ways to think about demographic characteristics: positively and negatively. In a positive sense, the demographic characteristics tell you what might motivate or interest the audience or even bind them together as a group. In a negative sense, the demographic characteristic might tell you what subjects or approaches to avoid. Understanding your audience is not a game of defensive tic-tac-toe, but a means of relating to them.
For example, a common example is given about audiences of the Roman Catholic faith. Speakers are warned not to “offend” them by talking about abortion, since official Roman Catholic teaching is against abortion. However, this analysis misses three points. First, even if most Roman Catholics take a pro-life position, they are aware of the issues and are adults who can listen and think about topics. Additionally, not all Roman Catholics agree with the official church stance, and it is a complex issue. Second, Roman Catholics are not the only people who hold views against abortion. Third, and most important, if all the speaker thinks about Roman Catholics is that they are against something, the speaker might miss all the things the audience is for and what motivates them. In short, think about how the demographic characteristics inform what to talk about and how, not just what to avoid talking about.
There is one more point to be made about demographic characteristics before they are listed and explained. In a country of increasing diversity, demographic characteristics are dynamic. People change as the country changes. What was true about demographic characteristics—and even what was considered a demographic characteristic—has changed in the last fifty years. For example, the number of Internet users in 1980 was minuscule (mostly military personnel). Another change is that the percentage of the population living in the Great Lakes areas has dropped as the population has either aged or moved southward.
What follows is a listing of eleven of the more common demographic characteristics that you might use in understanding your audience and shaping your speech to adapt to your audience.
The first demographic characteristic is age. In American culture, we have traditionally ascribed certain roles, behaviors, motivations, interests, and concerns to people of certain ages. Young people are concerned about career choices; people over 60 are concerned about retirement. People go to college from the age of 18 to about 24. Persons of 50 years old have raised their children and are “empty nesters. These neat categories still exist for many, but in some respects they seem outdated.
According to the National Center for Education Statistics (2015), 38% of college students are over 25 years old. Some women and men wait until their late thirties to have children, and thus at 50 have preteens in the house. More and more grandparents are raising grandchildren, and some people foster or adopt children in their middle years. Combining the longer lives Americans are living with the economic recession of 2008 and following, 62 is no longer a reasonable age for retirement for many.
Therefore, knowing that your audience is 18, 30, 55, or 70 is important, but it is just one of many factors. In your classroom audience, for example, you may find 30-year-old returning, nontraditional college students, young entrepreneurs, 17-year-old dual enrollment students, and veterans who have done three or four tours in the Middle East as well as 18- or 19-year old traditional college students.
The second demographic characteristic commonly listed is gender. This area is open to misunderstanding as much as any other. Despite stereotypes, not all women have fifty pairs of shoes with stiletto heels in their closets, and not all men love football. In almost all cases you will be speaking to a “mixed” audience of men and women, so you will have to keep both groups in mind. If you are speaking to a group of all men or all women and you are of the same gender as the audience, you might be able to use some appropriate common experiences to connect with the audience. However, if you are a woman speaking to an all-male audience or a man speaking to an all-female audience, those are situations in which to be aware of overall gender differences in communication.
According to Deborah Tannen (2007), a scholar of linguistics and a well-known author, men and women in the United States have divergent communication styles. She is quick to point out neither is all good or all bad, nor do they apply to every single person. The two communication styles are just different, and not recognizing the differences can cause problems, or “noise,” in communication. Although she normally applies these principles to family, marital, and work relationships, they can be applied to public speaking.
According to Tannen, women tend to communicate more inductively; they prefer to give lots of details and then move toward a conclusion. Other research on differences in gender communication indicate that women listen better, interrupt less, and collaborate more, although there is research to indicate this is not the case. (Keep in mind these are generalized tendencies, not necessarily true of every single woman or man.) Women tend to be less direct, to ask more questions, to use “hedges” and qualifiers (“it seems to me,” “I may be wrong, but…”) and to apologize more, often unnecessarily. Other research indicates women praise more, consequently expect more praise, and interpret lack of praise differently from how men do (Floyd, 2017).
This pattern of less direct communication ascribed to many women may not sound the same to men as it does to women. To men it may seem that a female speaker is unsure or lacks confidence, whereas the female speaker is doing it out of habit or because she thinks it sounds open-minded and diplomatic; possibly, the strategy has worked before and/or in most cases. Tannen calls women’s style of communication “rapport” style, whereas she labels male communication as more of a “report” style. Some communication scholars call these differences “expressive” (women) vs. informational (men) (Floyd 2017).
Male speakers, on the other hand, are more deductive and direct; they state their point, give limited details to back it up, and then move on. Men may be less inclined to ask questions and qualify what they say; they might not see any reason to add unnecessary fillers. Men also may tend toward basic facts, giving some the impression they are less emotional in their communication, which is a stereotype. Finally, men are socialized to “fix” things and may give advice to women when it is not really needed or wanted.
These generalized differences in communication by gender have led to much material for comedians and YouTube videos and much discussion and soul-searching about women’s supposed habitually apologizing. In some ways, these differences are traditional and some writers, especially women, are trying to help others avoid these patterns without losing the positive side of female or male communication differences. For example, books such as Lean In (Sandberg, 2013) are meant to teach women to negotiate for better salaries and conditions and avoid common communication behaviors that hurt their ability to negotiate. Also, many differences are situational and have to do with relative levels of power and other factors. However, it is unlikely these general tendencies are going to disappear any time soon.
Therefore, if you are a woman speaking to an all-male audience, be direct without mimicking “male talk.” It might be a good idea to avoid excessive detail and description; it will be seen as getting off topic. Do not follow the habit of starting sentences with “I don’t know if this is 100% correct, but…” or even worse, the habitual “I’m sorry, but…“ If on the other hand you are a male speaking to a primarily female audience, realize that women want knowledge but not to have their problems fixed. Men also seem abrupt when talking to women, and much research supports the conclusion that men talk more than women in groups and interrupt more. So, male speakers should allow time for questions and work hard at listening.
This section on gender has taken a typical, traditional binary approach. Today, more people openly identify as a gender other than traditionally male or female. Even those of us who identify as strictly male or female do not fully follow traditional gender roles. At the same time, the purpose, subject, and context of the speech will probably define how and whether you address the demographic characteristic of gender.
Age and gender are the two main ways we categorize people: a teenaged boy, an elderly lady, a middle-aged man; a young mother. There are several other demographic characteristics, however.
Race, ethnicity, and culture are often lumped together; at the same time, these categorizations can be controversial. We will consider race, ethnicity, and culture in one section because of their interrelationship although they are distinct categories.
We might think in terms of a few racial groups in the world: Caucasian, African, Asian, Pacific Islander, and Native American. Each one of these has many ethnicities. Caucasian has ethnicities of Northern European, Arab, some South Asian people groups, Mediterranean, etc. Then each ethnicity has cultures. Mediterranean ethnicities include Greek, Italian, Spanish, etc., and then each of these has subcultures, and so on. It should be noted that many social scientists today reject the idea of race as a biological reality altogether and see it as a social construct. This means it is a view of humanity that has arisen over time and affects our thinking about others.
Unfortunately, dividing these categories and groups is not that easy, and these categories are almost always clouded by complicated political and personal concerns, which we do not have time or space to address here. Most audiences will be heterogeneous, or a mixture of different types of people and demographic characteristics, as opposed to homogeneous, very similar in many characteristics (a group of single, 20-year-old, white female nursing students at your college). Therefore, be sensitive to your audience members’ identification with a culture. Anglos are often guilty of confusing Hispanic (a language category) with cultures (a more regional or historical category), and overlooking that Mexican is not Puerto Rican is not Cuban is not Colombian. In the same way for Caucasians, a Canadian is not an Australian is not an American is not a Scot, just because their last names, basic looks, and language seem almost the same (well, sort of!). “American” itself is a problematic term since “American” can refer to every country in the Western Hemisphere.
As mentioned in a previous example, focus as much on the positives—what that culture values—rather than what the culture does not like or value. Now we turn to an even more complicated category, religion.
Religion, casually defined as beliefs and practices about the transcendent, deity, and the meaning of life, can be thought of as an affiliation and as a life commitment. According to polls, due to either family or choice, a majority of Americans (although the percentage is shrinking) have some kind of religious affiliation, identity, or connection. It may simply be where they were christened as an infant, but it is a connection—“I’m in that group.” About 23% of Americans are being called “nones” because they do not claim a formal religious affiliation (Pew Research, 2015).
On the other hand, a person may have an affiliation with a religious group but have no real commitment to it. The teaching and practices of the group, such as a denomination, may not affect the personal daily life of the member. Likewise, someone who has an affiliation may develop his or her own variations of beliefs that do not match the established organization’s doctrines. Unless the audience is brought together because of common faith concerns or the group shares the same affiliation or commitment, religious faith may not be relevant to your topic and not a central factor in the audience analysis.
As with other categories, be careful not to assume or stereotype about religious groups. Religion, like ethnicity and culture, is an area where you should be conscious of the diversity of your audience. Not everyone worships in a “church,” and not everyone attends a house of worship on Sunday. Not everyone celebrates Christmas the way your family does, and some do not celebrate it at all. Inclusive language, which will be discussed later, will be helpful in these situations.
Without getting into a sociological discussion, we can note that one demographic characteristic and source of identity for some is group affiliation. To what groups do the audience members’ predominantly belong? Sometimes it will be useful to know if the group is mostly Republican, Democrat, members of a union, members of a professional organization, and so on. In many cases, your reason for being the speaker is connected to the group identity. Again, be mindful of what the group values and what binds the audience together.
Region, another demographic characteristic, relates to where the audience members live. We can think of this in two ways. We live in regions of the country: Northeast, Southeast, Midwest, Rocky Mountain region, Northwest, and West Coast. These regions can be broken down even more, such as coastal Southeastern states. Americans, especially in the East, are very conscious of their state or region and identify with it a great deal.
The second way to think about region is as “residence” or whether the audience lives in an urban area, the suburbs, or a rural area. If you live in the city, you probably do not think about being without cell phone or Internet service, but many people in rural areas do not take those for granted. The clubs that students in rural high schools belong to might be very different from what a student in a city would join.
Occupation may be a demographic characteristic that is central to your presentation. For the most part in the U.S., we choose our occupations because they reflect our values, interests, and abilities, and as we associate with colleagues in that occupation, those values, interests, and abilities are strengthened. You are probably in college to enter a specific career that you believe will be economically beneficial and personally fulfilling. We sometimes spend more time at work than any other activity, except sleeping. Messages that acknowledge the importance, diversity, and reasons for occupations will be more effective. At the same time, if you are speaking to an audience with different occupations, do not use jargon from one specific occupation.
The next demographic characteristic is education, which is closely tied to occupation and is often, though not always, a matter of choice. In the United States, education usually reflects what kind of information and training a person has been exposed to, but it does not necessarily reflect intelligence. An individual with a bachelor’s degree in physics or computer science will probably know a great deal more about those fields than someone with a Ph.D. in English. Having a certain credential is supposed to be a guarantee of having learned a set of knowledge or attained certain skills. Some persons, especially employers, tend to see achieving a credential such as a college degree as the person’s having the “grit” to finish an academic program (Duckworth, 2016). We are also generally proud of our educational achievements, so they should not be disregarded.
Socio-economic level, another demographic characteristic, is also tied to occupation and education in many cases. We expect certain levels of education or certain occupations to make more money. While you cannot know the exact pay of your audience members, you should be careful about references that would portray your own socio-economic level as superior to their own. Saying, “When I bought my BMW 7 Series” (a car that retails at over $80,000) would not make a good impression on someone in the audience who is struggling to make a car payment on her used KIA. One time a lawyer for a state agency was talking to a group of college professors about how she negotiated her salary. She mentioned that she was able to get her salary raised by an amount that was more than the annual salary of the audience members. Her message, which was a good one, was lost in this case because of insensitivity to the audience.
The next few demographic characteristics are more personal and may not seem important to your speech topic, but then again, they may be the most important for your audience. Sexual orientation, usually referred to by the letters LGBTQ+ (Lesbian, Gay, Bisexual, Trans-gendered, Queer/Questioning), is a characteristic not listed in speech textbooks forty years ago. As acceptance of people of various sexual orientations and lifestyles becomes more common, these differences will lead to people feeling free to express who they are and not be confined to traditional gender roles or stereotypes. For this reason, it is useful to employ inclusive language, such as “partner” or “spouse.”
Family status, such as whether the audience members are married, single, divorced, or have children or grandchildren may be very important to the concerns and values of your audience and even the reason the audience is brought together. For example, young parents could be gathered to listen to a speaker because they are concerned about health and safety of children in the community. Getting married and/or having a child often creates a major shift in how persons view the world, responsibilities, and priorities. A speaker should be aware if she is talking to single, married, divorced, or widowed persons and if the audience members are parents, especially with children at home.
Does this section on demographic characteristics leave you wondering, “With all this diversity, how can we even think about an audience?” If so, do not feel alone in that thought. As diversity increases, audience understanding and adaptation becomes more difficult. To address this concern, you should keep in mind the primary reason the audience is together and the demographic characteristics they have in common—their common bonds. For example, your classmates may be diverse in terms of age, ethnicity, or religion, but they have in common profession (all students) and region (living near or on the campus), group identity (campus organizations or major) as well as, possibly, other characteristics.
Perhaps your instructor will do an exercise in class that helps you explore the demographic characteristics displayed in your class audience. You might find that most live with their parents, or that 60% of them are planning to enter a health profession, or that one-third of them have children at home. Knowing these facts will help you find ways to choose topics, select approaches and sources for those topics, know when you should explain an idea in more detail, avoid strategies that would become barriers to communicating with the audience, and/or include personal examples to which the audience members can relate.
Whereas demographic characteristics describe the “facts” about the people in your audience and are focused on the external, psychographic characteristics explain the inner qualities. Although there are many ways to think about this topic, here the ones relevant to a speech will be explored: beliefs, attitudes, needs, and values.
Daryl Bem (1970) defined beliefs as “statements we hold to be true.” Notice this definition does not say the beliefs are true, only that we hold them to be true and as such they determine how we respond to the world around us. Stereotypes are a kind of belief: we believe all the people in a certain group are “like that” or share a trait. Beliefs are not confined to the religious realm but touch all aspects of our experience. Sports fans believe certain things about their favorite teams. Republicans and Democrats believe certain, usually different, principles about how the government should be run.
Beliefs, according to Bem, come essentially from our experience and from sources we trust.For example, a person may believe everyone should take public speaking because in their own experience the course helped them be successful in college and a career. Another person may believe that corporal punishment is good for children because their own parents–whom they love and trust–spanked them after their misbehavior.
Therefore, beliefs are hard to change—not impossible, just difficult. Beliefs are harder to change based on their level of each of these characteristics of belief:
Beliefs can have varying levels of stability, centrality, salience, and strength. An educator’s beliefs about the educational process and importance of education would be strong (support from everyday experience and reading sources of information), central (how he makes his living and defines his work), salient (he spends every day thinking about it), and stable (especially if he has been an educator a long time). Beliefs can be changed, and we will examine how in Chapter 13 under persuasion, but it is not a quick process.
The next psychographic characteristic, attitude, is sometimes a direct effect of belief. Attitude is defined as a stable positive or negative response to a person, idea, object, or policy (Bem 1970). More specifically, Myers (2012) defines it as “a favorable or unfavorable evaluative reaction toward someone or something, exhibited in one’s beliefs, feelings, or intended behavior” (p. 36). How do you respond when you hear the name of a certain singer, movie star, political leader, sports team, or law in your state? Your response will be either positive or negative, or maybe neutral if you are not familiar with the object of the attitude. Where did that attitude come from? Psychologists and communication scholars study attitude formation and change probably as much as any other subject, and have found that attitude comes from experiences, peer groups, beliefs, rewards, and punishments.
Do not confuse attitude with “mood.” Attitudes are stable; if you respond negatively to Brussels sprouts today, you probably will a week from now. That does not mean they are unchangeable, only that, like beliefs, they change slowly and in response to certain experiences, information, or strategies. As with beliefs, we will examine how to change attitudes in the chapter on persuasion. Changing attitudes is a primary task of public speakers because attitudes are the most determining factor in what people actually do. In other words, attitudes lead to actions, and interestingly, actions leads to and strengthen attitudes. Think back to the TedTalk video by Dr. Amy Cuddy that you watched in Chapter 1. She explains that acting powerful and confident can strengthen your attitude of confidence.
We may hold a belief that regular daily exercise is a healthy activity, but that does not mean we will have a positive attitude toward it. There may be other attitudes that compete with the belief, such as “I do not like to sweat,” or “I don’t like exercising alone.” Also, we may not act upon a belief because we do not feel there is a direct, immediate benefit from it or we may not believe we have time right now in college. If we have a positive attitude toward exercise, we will more likely engage in it than if we only believe it is generally healthy.
As you can see, attitude and belief are somewhat complex “constructs,” but fortunately the next two are more straightforward. (A construct is “a tool used in psychology to facilitate understanding of human behavior; a label for a cluster of related but co-varying behaviors” [Rogelberg, 2007].) Values are goals we strive for and what we consider important and desirable. However, values are not just basic wants. A person may want a vintage sports car from the 1960s, and may value it because of the amount of money it costs, but the vintage sports car is not a value; it represents a value of either:
Therefore we can engage in the same behavior but for different values; one person may participate in a river cleanup because she values the future of the planet; another may value the appearance of the community in which she lives; another just because friends are involved and she values relationships. A few years ago political pundits coined the term “values voters,” usually referring to social conservatives, but this is a misnomer because almost everyone votes and otherwise acts upon their values—what is important to the individual.
The fourth psychographic characteristic is needs, which are important deficiencies that we are motivated to fulfill. You may already be familiar with the well-known diagram known as Maslow’s Hierarchy of needs (Maslow, 1943). It is commonly discussed in the fields of management, psychology, and health professions. A version of it is shown in Figure 2.1. Some recent versions show it with 8 levels.) It is one way to think about needs. In trying to understand human motivation, Maslow theorized that as our needs represented at the base of the pyramid are fulfilled, we move up the hierarchy to fulfill other types of need (McLeod, 2014).
According to Maslow’s theory, our most basic physiological or survival needs must be met before we move to the second level, which is safety and security. When our needs for safety and security are met, we move up to relationship or connection needs, often called “love and belongingness.” The fourth level up is esteem needs, which could be thought of as achievement, accomplishment, or self-confidence. The highest level, self-actualization, is achieved by those who are satisfied and secure enough in the lower four that they can make sacrifices for others. Self-actualized persons are usually thought of as altruistic or charitable. Maslow also believed that studying motivation was best done by understanding psychologically healthy individuals, and he also used child development to construct his model. (Maslow is not without his critics; see Neher, 1991).
J. Finkelstein / CC BY-SA
In another course you might go into more depth about Maslow’s philosophy and theory, but the key point to remember here is that your audience members are experiencing both “felt” and “real” needs. They may not even be aware of their needs. In a persuasive speech one of your tasks is to show the audience that needs exist that they might not know about. For example, gasoline sold in most of the U.S. has ethanol, a plant-based product, added to it, usually about 10%. Is this beneficial or detrimental for the planet, the engine of the car, or consumers’ wallets? Your audience may not even be aware of the ethanol, its benefits, and the problems it can cause.
A “felt” need is another way to think about strong “wants” that the person believes will fulfill or satisfy them even if the item is not necessary for survival. For example, one humorous depiction of the Maslow’s hierarchy of needs (seen on Facebook) has the words “wifi” scribbled at the bottom of the pyramid. Another meme has “coffee” scribbled at the bottom of the hierarchy. As great as wifi and coffee are, they are not crucial to human survival, either individually or collectively, but we do want them so strongly that they operate like needs.
So, how do these psychographic characteristics operate in preparing a speech? They are most applicable to a persuasive speech, but they do apply to other types of speeches as well. What are your audience’s informational needs? What beliefs or attitudes do they have that could influence your choice of topic, sources, or examples? How can you make them interested in the speech by appealing to their values? The classroom speeches you give will allow you a place to practice audience analysis based on demographic and psychographic characteristics, and that practice will aid you in future presentations in the work place and community.
The “facts about” and “inner qualities” (demographic and psychographic characteristics) of the audience influence your approach to any presentation. The context (place and time) of the speech does also. What follows are some questions to consider when planning your presentation.
1. How much time do I have for the presentation? As mentioned in Chapter 1, we must respect the time limits of a speech. In most cases you will have little control over the time limits. In class the instructor assigns a five- to six-minute speech; at work, there may be an understood twenty-minute presentation rule in the organization, since attention can diminish after a certain length. You might be asked to speak to a community group for your company and be told that you have thirty minutes—that seems like a long time, but if you are really passionate about the subject, that time can go quickly. Knowing the time limit for a speech does three things for the speaker.
First, it lets them know how much of a given topic can realistically be covered. Secondly, the speaker must practice to be sure that the content actually fits in the time given, so the practice leads to a better speech. Third, time limits impose a discipline and focus on the speaker. In reference to practice, which we will address in detail later, this might be a good place to dispel the “practice makes perfect” myth. It is possible to practice incorrectly, so in that case, practice will make permanent, not perfect. There is a right way and a wrong way to practice a speech, musical instrument, or sport.
2. What time of the day is the presentation? An audience at 8:00 in the morning is not the same as at 2:00 p.m. An audience at Monday at 10:00 a.m. is not the same as at 3:00 Friday afternoon. The time of your presentation may tell you a great deal about how to prepare. For example, if the audience is likely to be tired, you might want to get them physically active or talking to each other in a part of the speech, especially if it is a longer presentation.
3. Why is the audience gathered? In the case of your speech class, everyone is there, of course, because they want a grade and because they are students at the college. However, they also have career and educational goals and probably are at a certain stage in their education. In other contexts, the audience is there because of a common interest, commitment, or responsibility. What is it? Everything you do in the speech should be relevant to that reason for their being there.
4. What is the physical space like? Straightforward, with the audience in rows and hard seats, as in a classroom? A typical boardroom with a long table and a dozen or more chairs around it? Big sofas and armchairs, where the audience might get too comfortable and drowsy? Can the speaker walk around and get closer to the audience? Does the speaker have to stay behind a lectern or on a platform? Is there audiovisual equipment? Is the room well-lit? Sometimes you will have no control over the physical space, especially in the speech classroom, but you should try to exert all the control you possibly can in other situations. Even the temperature of the room or outside noise can affect your speech’s effectiveness. Just closing the door can make a world of difference in the physical space and its effect on the audience.
5. Related to number 4 is “How large will the audience be?” Ten people or one hundred? This factor will probably affect your delivery the most. You may need to increase your volume in a venue with a large audience, or you might have to use a microphone, which could limit your walking around and getting close to the group. On the other hand, you might want to directly interact with the audience if it is a smaller, more intimate number of people. The size of the audience will also affect your choice of visual aids.
6. What does the audience expect? Why were you asked to speak to them? Again, in the class you will have certain specifications for the presentations, such as type of speech, length, kinds of sources used, and presentation aids or lack of them. In other contexts, you will need to ask many questions to know the context fully.
Knowing these details about the audience can greatly impact how successful you are as a speaker, and not knowing them can potentially have adverse effects. One of the textbook authors was asked to speak to the faculty of another college about 120 miles away on the subject of research about teaching college students. Because the campus she was visiting was a branch campus, she assumed (always dangerous) that only the faculty on that small branch campus would be present. Actually, the faculty of the whole college—over 400 instructors in a college of over 21,000 students—showed up. Although the speaker was very conscious of time limits (30 minutes), subject matter, needs of the audience, and expectations, the change in the size of the expected audience was a shock.
It all went well because she was an experienced speaker, but she was a little embarrassed to realize she had not asked the actual size of the audience. Of course, the auditorium was much larger than she expected, the slides she planned to use were inappropriate, and she could not walk around. Instead, she was “stuck” behind a lectern. This is all to say that the importance of knowing your audience and taking the time to prepare based on that knowledge can make your speech go much more smoothly, and not doing so can lead to unexpected complications.
Can you think of some ways that knowing the psychographic characteristics of your audience can influence your speech preparation? What values, needs, beliefs, and attitudes of your classmates should you consider?
Metro Campus Library: 918.595.7172 | Northeast Campus Library: 918.595.7501 | Southeast Campus Library: 918.595.7701 | West Campus Library: 918.595.8010
email: Library Website Technical Help | TCC Acceptable Use Policy | MyTCC | © 2022 Tulsa Community College