questions to ask research presentation

18 common audience questions at academic conferences (+ how to react)

While you can practice your conference presentation a hundred times, audience questions are more difficult to prepare for. Nonetheless, several typical audience questions are frequently asked at academic conferences. Be aware of these questions and know how to react!

Common audience questions about your key contribution

What is your main argument.

Carving out your presentation’s core argument is not an easy task, so it is good to prepare this in advance.

How do your insights differ from previous studies?

You can also criticise previous studies in your answer. However, do this respectfully. Don’t say “ previous studies are useless because they don’t look at…”. Instead, say “ one aspect that previous studies have not considered is …” or “ one element that has been under-researched so far is … “.

What is your theoretical contribution?

To prepare a good answer, think about several dimensions. Does your research confirm or contradict a specific aspect of a theoretical relationship? Does your research highlight the importance of a specific aspect that should be considered in theories related to your topic? Does your research uniquely combine different theories?

Common audience questions about research relevance

What is the scientific relevance of your research, what is the societal relevance of your research.

How to react: Academic research increasingly focuses on societal impact: the impact that research can have beyond the confines of universities and beyond abstract, theoretical knowledge.

Common audience questions about literature and theory

How do you define … .

Furthermore, be prepared to embed your understanding or definitions of keywords and concepts within the existing literature. Did you follow a definition of a certain scholar? Or does your understanding of a term differ from the way it is commonly understood in scientific work on the topic?

What is your theoretical framework?

What is your conceptual framework.

How to react: Your conceptual framework is embedded in your theoretical framework, but concretely describes the variables (and their relationships) that you address in your study. In a way, a conceptual framework provides a roadmap for your research.

Common audience questions about the research process

How did you collect your data.

The question on data collection can be answered skillfully if you can provide information on your data sources and data gathering. You can also share some of the challenges you experienced when collecting data, and how you overcame them.

What did you do to prevent research biases?

Common audience questions about research avenues not taken, have you considered the work of … .

How to react: When doing research, you simply cannot incorporate everything and everyone. At some point, you need to make a decision. However, many presenters at academic conferences are asked whether they considered incorporating the work of specific scholars working on similar topics.

Why did you not use the method of … ?

When you react to this question, you can be completely honest. Maybe you did not use a specific method because of time or budgetary constraints. Maybe you are not familiar with the named method. Or maybe you simply don’t believe that the suggested method would have generated any valuable findings.

If you could start over, what would you do differently?

Common audience questions about research limitations, what are the limitations of your research.

How to react: Every research has limitations. And being able to be explicit about your research limitations is a sign of strength, not weakness!

Are you able to generalise your findings?

For quantitative research, you can more easily refer to numeric criteria that indicate whether you can generalise findings or not. For qualitative research, generalisation may not have been the objective, to begin with. Nonetheless, we can learn from the insights. Be prepared to explain your stance on generalising your findings.

Common audience questions about future research

How will you continue your research.

For instance, which elements would you like to explore that were not covered in your research yet? Which relationship do you plan to investigate further? What is your next research step, building upon your current findings?

What are your suggestions for future research?

How to react: Individual researchers cannot cover everything about an interesting topic on their own. Therefore, a common audience question focuses on research suggestions for other scholars.

What is your advice for people studying a similar phenomenon?

How to react: This is a fun question! It asks you to share your wisdom. Yes, yours! Having conducted your research means you have valuable lessons to share with others embarking on a similar journey.

It can be difficult to come up with good advice on the spot, so make sure to have a few answers up your sleeve. You can, for instance, advise people to start the data collection earlier, to work closely with external partners, or to be open about changes in the research process.

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160 Questions to Ask After a Presentation

Asking questions after a presentation is not just about seeking clarity on what was discussed. It’s a golden opportunity to delve deeper, engage with the speaker, and enhance your understanding of the subject matter. But knowing which questions to ask isn’t always straightforward.

In this piece, we’re about to break down the art of crafting impactful questions post-presentation that will not only benefit you but also add value to the entire audience’s experience.

Table of Contents

Questions to Ask After a Presentation for Feedback

Questions to ask after a presentation interview, questions to ask students after a presentation, questions to ask after a research presentation, questions to ask after a business presentation, questions to ask after a marketing presentation, questions to ask after a book presentation, reflection questions to ask after a presentation, frequently asked questions, final thoughts.

• Can you summarize the key points of the presentation?
• What aspect of the presentation did you find most engaging?
• Were there any areas that were unclear or confusing? If so, what were they?
• How would you rate the overall organization and flow of the presentation?
• Did the visual aids (such as slides or charts) enhance your understanding of the topic? Why or why not?
• Did the presenter maintain good eye contact and use body language effectively?
• Was the presenter’s tone and pace suitable for the content and audience?
• Were there any statistics or facts presented that stood out to you? Why?
• Did the presenter address potential counter-arguments or opposing views adequately?
• Were the objectives of the presentation clearly stated and met?
• How well did the presenter handle questions or interruptions during the presentation?
• Was there anything in the presentation that seemed unnecessary or redundant?
• What would you suggest to improve the presentation for future audiences?
• How did the presentation change or influence your thinking about the subject?
• Did the presentation feel tailored to the audience’s knowledge and interest level?
• Was there a clear and compelling call to action or concluding statement?
• Did the presentation feel too short, too long, or just the right length?
• What was your overall impression of the presenter’s credibility and expertise on the subject?
• How would you rate the relevance and importance of the topic to the audience?
• Can you identify any biases or assumptions in the presentation that may have influenced the message?
• How did you determine what content to include in your presentation?
• Can you explain the rationale behind the structure and flow of your presentation?
• What challenges did you face while preparing this presentation, and how did you overcome them?
• Were there any points in the presentation where you felt you could have elaborated more or less? Why?
• How did you decide on the visual elements and design of your presentation?
• Can you describe your intended audience and how you tailored the content to engage them?
• How did you ensure that the information presented was accurate and up-to-date?
• Were there any counter-arguments or opposing views on this topic that you considered including?
• How would you adapt this presentation for a different audience or context?
• How do you handle unexpected questions or interruptions during a presentation?
• Can you give an example of how you’ve handled negative feedback on a presentation in the past?
• How do you measure the success of a presentation? What metrics or feedback do you seek?
• What techniques do you use to engage an audience that may not be familiar with the topic?
• How do you balance the need to entertain and inform in a presentation?
• How do you prioritize information when you have a limited time to present?
• What strategies do you employ to ensure that your main points are memorable?
• How do you deal with nerves or anxiety before or during a presentation?
• Can you describe a situation where a presentation did not go as planned and how you handled it?
• How do you keep up with the latest trends and best practices in presenting?
• Is there anything you would change about this presentation if you were to do it again?
• How did you feel about the presentation? Were you confident or nervous, and why?
• What was the main message or goal of your presentation, and do you think you achieved it?
• How did you decide on the structure of your presentation?
• What research methods did you use to gather information for this presentation?
• Were there any challenges you encountered while preparing or presenting, and how did you address them?
• How did you ensure that your visual aids or multimedia elements supported your key points?
• What part of the presentation are you most proud of, and why?
• Were there any areas where you felt uncertain or that you would like to improve upon for next time?
• How did you tailor your presentation to fit the knowledge level and interest of your audience?
• What techniques did you use to engage the audience, and how do you think they worked?
• How did you practice your presentation, and what adjustments did you make as a result?
• Did you feel the time allotted for your presentation was sufficient? Why or why not?
• How did you decide what to emphasize or de-emphasize in your presentation?
• What feedback did you receive from peers during the preparation, and how did you incorporate it?
• Did you have a clear conclusion or call to action, and why did you choose it?
• How do you think your presentation style affects the way your audience receives your message?
• What would you do differently if you were to present this topic again?
• Can you reflect on a piece of feedback or a question from the audience that made you think?
• How has this presentation helped you better understand the subject matter?
• How will the skills and insights gained from this presentation experience benefit you in the future?
• Can you elaborate on the research question and what prompted you to investigate this topic?
• How did you choose the methodology for this research, and why was it the most suitable approach?
• Can you discuss any limitations or constraints within your research design and how they might have affected the results?
• How do your findings align or contrast with existing literature or previous research in this field?
• Were there any unexpected findings, and if so, how do you interpret them?
• How did you ensure the reliability and validity of your data?
• Can you discuss the ethical considerations involved in your research, and how were they addressed?
• What are the practical implications of your findings for practitioners in the field?
• How might your research contribute to theoretical development within this discipline?
• What recommendations do you have for future research based on your findings?
• Can you provide more details about your sample size and selection process?
• How did you handle missing or inconsistent data within your research?
• Were there any biases that could have influenced the results, and how were they mitigated?
• How do you plan to disseminate these findings within the academic community or to the broader public?
• Can you discuss the significance of your research within a broader social, economic, or cultural context?
• What feedback have you received from peers or advisors on this research, and how has it shaped your work?
• How does your research fit into your long-term academic or professional goals?
• Were there any particular challenges in conveying complex research findings to a general audience, and how did you address them?
• How does this research presentation fit into the larger project or research agenda, if applicable?
• Can you provide more insight into the interdisciplinary aspects of your research, if any, and how they contributed to the depth or breadth of understanding?
• Can you elaborate on the primary objectives and expected outcomes of this business initiative?
• How does this strategy align with the overall mission and vision of the company?
• What are the key performance indicators (KPIs) that you’ll be monitoring to gauge success?
• Can you discuss the risks associated with this plan, and how have you prepared to mitigate them?
• How does this proposal fit within the current market landscape, and what sets it apart from competitors?
• What are the potential financial implications of this plan, including both investments and projected returns?
• Can you provide more detail about the timeline and milestones for implementation?
• What internal and external resources will be required, and how have you planned to allocate them?
• How did you gather and analyze the data presented, and how does it support your conclusions?
• How does this proposal take into account regulatory compliance and ethical considerations?
• What are the potential challenges or roadblocks, and what strategies are in place to overcome them?
• Can you explain how this initiative aligns with or affects other ongoing projects or departments within the company?
• How will this plan impact stakeholders, and how have their interests and concerns been addressed?
• What contingency plans are in place if the initial strategy doesn’t achieve the desired results?
• How will success be communicated and celebrated within the organization?
• What opportunities for collaboration or partnership with other organizations exist within this plan?
• How does this proposal consider sustainability and the potential long-term impact on the environment and community?
• How have you incorporated feedback or lessons learned from previous similar initiatives?
• What are the key takeaways you’d like us to remember from this presentation?
• How can we get involved or support this initiative moving forward?
• Can you elaborate on the target audience for this marketing campaign, and how were they identified?
• What are the main objectives and key performance indicators (KPIs) for this campaign?
• How does this marketing strategy align with the overall brand values and business goals?
• What channels will be utilized, and why were they chosen for this particular campaign?
• Can you discuss the expected return on investment (ROI) and how it will be measured?
• What are the creative concepts driving this campaign, and how do they resonate with the target audience?
• How does this campaign consider the competitive landscape, and what sets it apart from competitors’ efforts?
• What are the potential risks or challenges with this marketing plan, and how will they be mitigated?
• Can you provide more details about the budget allocation across different marketing channels and activities?
• How have customer insights or feedback been integrated into the campaign strategy?
• What contingency plans are in place if certain elements of the campaign do not perform as expected?
• How will this marketing initiative be integrated with other departments or business functions, such as sales or customer service?
• How does this campaign consider sustainability or social responsibility, if at all?
• What tools or technologies will be used to execute and monitor this campaign?
• Can you discuss the timeline and key milestones for the launch and ongoing management of the campaign?
• How will the success of this campaign be communicated both internally and externally?
• How does this marketing strategy consider potential regulatory or compliance issues?
• How will the campaign be adapted or customized for different markets or segments, if applicable?
• What lessons from previous campaigns were applied in the development of this strategy?
• How can we, as a team or as individuals, support the successful implementation of this marketing plan?
• What inspired the main theme or concept of the book?
• Can you describe the intended audience for this book, and why they would find it appealing?
• How did the characters’ development contribute to the overall message of the book?
• What research was conducted (if any) to ensure the authenticity of the setting, characters, or events?
• Were there any challenges or ethical considerations in writing or presenting this book?
• How does this book fit into the current literary landscape or genre? What sets it apart?
• What do you believe readers will find most engaging or thought-provoking about this book?
• Can you discuss any symbolic elements or literary devices used in the book and their significance?
• How does the book’s structure (e.g., point of view, chronological order) contribute to its impact?
• What were the emotional highs and lows during the writing or reading of this book, and how do they reflect in the story?
• How does the book address or reflect contemporary social, cultural, or political issues?
• Were there any parts of the book that were particularly difficult or rewarding to write or read?
• How does this book relate to the author’s previous works or the evolution of their writing style?
• What feedback or responses have been received from readers, critics, or peers, and how have they influenced the presentation?
• What are the main takeaways or lessons you hope readers will gain from this book?
• How might this book be used in educational settings, and what age group or courses would it be suitable for?
• Can you discuss the process of editing, publishing, or marketing the book, if applicable?
• How does the book’s cover art or design reflect its content or attract its target readership?
• Are there plans for a sequel, adaptation, or related works in the future?
• How can readers stay engaged with the author or the book’s community, such as through social media, book clubs, or events?
• How do you feel the presentation went overall, and why?
• What part of the presentation are you most proud of, and what made it successful?
• Were there any moments where you felt challenged or uncertain? How did you handle those moments?
• How did you perceive the audience’s engagement and reaction? Were there any surprises?
• What feedback have you received from others, and how does it align with your self-assessment?
• Were there any technical difficulties or unexpected obstacles, and how were they addressed?
• How well did you manage your time during the presentation? Were there areas that needed more or less focus?
• How did you feel before the presentation, and how did those feelings change throughout?
• What strategies did you use to connect with the audience, and how effective were they?
• Were there any points that you felt were misunderstood or could have been communicated more clearly?
• How did the preparation process contribute to the overall success or challenges of the presentation?
• What did you learn about yourself as a communicator or presenter through this experience?
• Were there any ethical considerations in the content or delivery of the presentation, and how were they handled?
• How does this presentation align with your long-term goals or professional development?
• How would you approach this presentation differently if you had to do it again?
• How has this presentation affected your confidence or skills in public speaking or presenting?
• What resources or support would have enhanced your preparation or performance?
• How will you apply what you’ve learned from this presentation to future projects or presentations?
• How did your understanding of the topic change or deepen through the process of preparing and presenting?
• What steps will you take to continue improving or building on the skills demonstrated in this presentation?

What if I disagree with a point made during the presentation?

It’s important to frame disagreement in a constructive and respectful way. You might say, “ I found your point on X intriguing. From a different perspective, could Y also be considered…? ” This opens up a dialogue without dismissing the presenter’s viewpoint.

How can I formulate my questions to encourage a more detailed answer?

Use open-ended questions that start with “ how ,” “ why, ” or “ could you explain… ” as these require more than a yes or no answer and encourage the presenter to provide depth. For example, “ Could you explain the process behind your research findings in more detail? “

By asking insightful questions, you’re not only cementing your understanding of the material presented but also opening doors to further knowledge and collaboration. Remember, the quality of your questions reflects the depth of your engagement and willingness to learn.

So, the next time you find yourself in the audience, seize the opportunity to ask meaningful questions and watch as simple presentations transform into dialogues that inspire and illuminate.

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Bea Mariel Saulo

Bea is an editor and writer with a passion for literature and self-improvement. Her ability to combine these two interests enables her to write informative and thought-provoking articles that positively impact society. She enjoys reading stories and listening to music in her spare time.

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Tress Academic

#30: Questions from the audience you should be prepared to answer

November 5, 2019 by Tress Academic

You can never know the exact questions that the audience will ask after you have finished a conference presentation. This uncertainty can cause additional stress for you, and put you on edge during your presentation. There are, however, a few questions you can assume that someone from your audience might ask. So why not prepare yourself for these questions just in case? We’ll tell you which type of questions these are, and how you can easily prepare yourself for them. Having answers ready for these standard questions will make the Q&A part so much easier for you and alleviate unnecessary stress on the big day.

When we recently held our course “How to present at international scientific conferences” at a Swiss university, we discussed the Q&A part that comes right after a conference presentation with the participants. They spoke about their experiences at conferences where they presented their research, and everything that made it especially difficult for them. The presentations were always a big cause of stress and anxiety for them – is it for you as well? If so, we have another post from the Smart Academics Blog that will help you to deal with being nervous, see #3: “How to cope with stage fright?” .

If you are not an experienced presenter, it is a pretty big thing to go out and stand in front of a large crowd of colleagues from your field and tell them about your work. What our course participants were most scared of – even more than giving the talk – was the moment after they had delivered their presentation and the session chair opened the floor for questions. This was the moment where the unexpected could happen because they didn’t know what the questions would be. The biggest fear in the moment was to receive questions that they cannot answer or that make them look inexperienced, ignorant or worse! 

We totally understand this fear. Imagine you were well-prepared for a talk and had a good feeling throughout the presentation,  but the questions from the audience could spoil the good impression. Just imagine if you would have no idea how to answer relatively simple questions – this would be a waste of!

Do you have the same fears? We’d love to help you overcome them! There are actually a handful of questions that are very likely to be asked. These are the type of questions that so often come up at conferences, especially when early-career researchers are presenting. You should be prepared for these questions, with an answer in hand, which is not difficult to do! It should be a part of your preparation for the conference talk to think about these questions. You will see, it takes a lot of stress off your shoulders! 

Let us tell you about the most common audience questions at conferences below. If you want to prepare yourself for the next talk, download our free worksheet “Questions I should be ready to answer” . 

Typical audience questions you should have an answer for

1. what’s next … .

Of all the questions that people from the audience could ask you, this is for sure one of the most friendly and helpful ones. This question offers no critique of your work, and it does not ask for clarification of anything you said in your talk. The questioner simply wants to know what your next research steps are. They are interested in your research and express curiosity of how it might go on. 

So, make sure you have an idea about which follow-up steps you want to take with your research. Be prepared to tell the audience a little bit about how you might progress. Think about what you want to say before the question is asked and make a structure of the points you want to say, so you don’t leave out anything important. Use our free worksheet “Questions I should be ready to answer” to help you. 

2. Why should we know more about this?  

If you hear this question right after finishing your talk, you might feel a bit frustrated, or even threatened. Why is the audience asking this at the end? Wasn’t your talk clear enough? Have they not listened to you? It can sound as if the questioner doubts the value or necessity of your work. Or it could feel as if you were not clear enough when describing why you research what you do. 

In fact, this is again a very friendly and helpful question. It has no negative connotation and the questioner has no intention of criticising you or your work. He or she may just want to know more explicitly from you why you did this research and why it is worth doing in such detail. It is a question about the relevance of your work. 

So, what do you do? Tell the audience why you did your research, what you expect as its outcome and give some examples or applications to help them better understand why your work is needed. Use our free worksheet “Questions I should be ready to answer” .  

3. How have you done this …? 

This is a question about your methods or the overall approach you’ve applied. You will probably be surprised to get this question because you’ll think you had explained everything very clearly in your talk. Obviously, this was not the case for the person asking. 

Don’t be scared! You have most likely not failed to talk about your methods, but in presentations, the reporting on the scientific methods that were applied to address a certain question is often the most difficult part for the audience to comprehend. Thus, it is not surprising that questions arise on the matter. 

Properly describing the methods you applied in your research in a conference presentation is challenging. You hardly have the time to go into such detail in order to make the audience fully understand it. In a typical 15-minute presentation slot, which requires time for questions and discussion, so it is really more like a  10-12 minute talk, you have only a few minutes available to explain your approach. 

For this reason, we advise participants in our courses to always keep the methods part of your presentation short, by reducing it to the main steps and avoiding too much detail. You should give only a rough outline of the steps because it is difficult, tiring, and sometimes also a bit boring for the audience to listen to a specific set-up of a workflow or a project when you have not been part of the project.

Instead, spend time in your talk presenting your problem, your findings, your examples, and your take-home message. This is what the audience needs to understand! But of course, it might then trigger a question about HOW have you done it, which again, you can prepare yourself for. It is really a friendly and helpful question from an interested person. The audience shows that they want to better understand how your work was done. 

In your preparation phase, determine which methods or method steps could be unclear to your audience and what kind of information they would need to have for a quick understanding of a complex issue. Use our f ree worksheet “Questions I should be ready to answer” to help you prepare for this step.  

4. What do you mean by …? 

The fourth most common question that you can expect to receive is probably the easiest one to answer. It is a clarifying question where the questioner has not understood a specific term, a process, or an aspect of your presentation that you referred to. 

Questions like this pose no threat but are necessary for your audience to fully get your talk. Don’t forget, you will also have some listeners in your audience that come from other fields and they might not be familiar with your specialist terminology. We can never know what the exact level of knowledge of our audience is, therefore, you will sometimes be surprised to get questions about aspects you think are common knowledge – they probably are not. 

If you follow our rule to only include what you can explain yourself in your presentation, you will never have a problem with this question. If you fully comprehend what you talk about, you will always be able to address this question professionally. If you try to illustrate your vast knowledge by alluding to processes that you do not fully comprehend, you run the risk of not being able to further explain to them when asked by the audience. Keep your presentation air-tight to what you know you know!

You can prepare yourself with an overview of topics and aspects that probably somebody in the audience who isn’t from your field wouldn’t know and potentially need a clear explanation. Our free worksheet “Questions I should be ready to answer” will help you to prepare for this. 

Naturally, the Q&A part of a conference presentation is the part that you can’t prepare for as precisely as the actual delivery of your presentation. There will always be an element of surprise for you and this is of course also the purpose of this interaction with the audience. They want to experience you off the cuff, where you have to show a bit of spontaneity. They are not coming to see a well-rehearsed play, but a glimpse of the scientists who are conducting this cutting edge work. 

That does not mean everything taking place during the Q&A is random and you have to give yourself over to fate. An audience can feel when you are nervous and they feel for you when you are a less-experienced presenter. Therefore, they sometimes deliberately ask some of the questions above, because they know these are ‘soft-ball’ questions that you can answer. So, make sure you are prepared for them and show your audience that you have done the work and deserve their attention. We wish you best of luck with your next Q&A session! 

Relevant resources:  

• Worksheet “Questions, I should be ready to answer”  
• Presentations course “How to present at international scientific conferences”  
• Smart Academics Blog #03: How to cope with stage fright?  
• Smart Academics Blog #24: New to the PhD? – 5 tips for a great start! 
• Smart Academics Blog #26: First conference presentation? 17 life-saving tips
• Smart Academics Blog #95: Apply these 5 tips to improve any presentation

Relevant courses and services:

• 1-day course: Presenting successfully at virtual conferences
• 3-day course: How to present at international conferences
• 1-to-1 advice: Presentation Check

More information:  

Do you want to present successfully at conferences? If so, please sign up to receive our free guides.  

© 2019 Tress Academic

#ConferencePresentations #ConferenceTalk #QA #QuestionsAndAnswers, #AudienceQuestions

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How to Handle Research Presentation Q&A Sessions

Answering Research Presentation Questions Effectively

Dealing with questions from audience members can be one of the most difficult aspects of presenting your research. In addition to the pressure of speaking in front of a crowd of your academic peers, presentation questions can often be difficult to answer for a number of reasons: communication difficulties, lack of information, inability to understand the exact question, or even difficulty hearing the speaker. Even if you know your research topic inside and out, these questions can cause a lot of frustration for even the best researchers.

But that doesn’t mean you can’t prepare for the Q&A session and make it a productive part of your presentation. The following guidelines provide a comprehensive approach to answering questions you are likely to encounter during your research presentations and give you some simple advice on how to respond to these difficult questions and awkward situations.

Before Your Research Presentation

Before you even give your presentation, there are some basic strategies you can use to make sure you are not caught off guard by any questions you will be asked.

Create a list of the possible presentation questions you will be asked

Imagine you are a fellow researcher sitting in the audience. Which questions would you ask about your study? Break down your questions as they relate to different sections of your research paper (Introduction, Methods, Results, and Conclusion), and write down as many questions are possible regarding this information.

List questions you CAN answer and those you CANNOT (or do not want to) answer

Among the questions you write down, some you will be happy to answer, some you will be incapable of answering, and still others you may not  want  to answer (at least not in front of an audience). Divide your questions into these categories so you know exactly how you will begin your response to them if they come up.

Practice asking and responding to the questions out loud

Go through each question and ask it in a couple of different ways (as there are several ways to ask the same question). Practice giving your answers using both your own knowledge about the topic you are researching and the sample sentences provided in this guideline. Practice makes perfect!

During the Presentation Q&A Session

Step 1: open the q&a session.

Tell your audience that you are starting the Q&A session.

Presenter : “I will now answer any questions you have about this research. Please speak slowly and clearly.”

Step 2: Clarify the question asked

You should understand a question before you try to respond. Here are some phrases to use to respond to clarify the question in different situations.

Step 3: Respond to the question

Once you understand the question, you can respond to the audience member.

3a. Begin your response with a polite comment —When you respond, it is a good idea to first thank the audience member for the question and/or give them a compliment.

3b.  Give an appropriate answer —Every question is unique and there are many kinds of responses. However, here are some phrases you can use to respond to questions depending on your ability to answer it.

When you cannot or do not want to answer the question:  If you are unable to or would rather not answer a question, you can let the audience members know this using these phrases.

Examples of this kind of response:  Here are some real examples of research-related questions and responses.

When you can answer but need a little time or more details : Sometimes you need to further clarify a question or give yourself some time to respond. Here are some responses to tell the audience what you need.

Examples of this kind of response:  Here are some real examples of research-related questions and responses.

More Q&A Questions by Research Paper Section

In addition to answering general questions about the research, you can also respond to questions about parts of your paper with some general answers to get you started.

Questions about the Methods section

Questions about  Findings/Results and Implications

Reviewing and referencing visual aids

You can also review your presentation notes and use materials such as visual aids to help answer questions.

Presentation Q&A Session Techniques for Success

It is just as important to be prepared in attitude, posture, and voice as it is to practice your Q&A responses. These simple tips will help things go smoother throughout your presentation.

• Stand up straight and tall —this will give you more confidence when speaking publicly.
• Be friendly and warm— smiling and answering politely will make your Q&A session more relaxed.
• Delay your answers and take your time— speak slowly and don’t rush through the questions or answers; make sure you understand each question before trying to answer it.
• Display a slide with your contact information— this will allow you to easily tell audience members where to contact you if they have further questions.

When preparing your presentation, be sure to get professional editing and proofreading services to ensure you get off to a great start with academic language and style enhancement.

Wordvice Resources

How to write a research paper introduction, which verb tenses to use in a research paper, how to write an abstract for a research paper, how to write a research paper title, useful phrases for academic writing, paraphrasing in research papers.

90 Questions to Ask After a Presentation

Have you ever found yourself mulling over a presentation, wishing you had a treasure trove of questions to uncover the speaker’s insights and wisdom fully?

The right question isn’t just a follow-up; it’s a key that unlocks a deeper connection with the topic. This guide is designed to arm you with a curated collection of inquiries that will enhance your understanding, invite valuable discourse, and help you to apply what you’ve learned.

Let’s dive into the art of the post-presentation conversation and transform every ending slide into an opportunity for continued learning and engagement.

Table of Contents

Clarifying Understanding

• Could you elaborate on the main thesis of your presentation?
• What inspired the topic of your presentation?
• Can you summarize the key points you’d like us to take away?
• Is there an aspect of your presentation you think deserves deeper understanding?
• How does your presentation relate to current trends or issues in the field?
• Were there any counterarguments or challenges to your points that you didn’t mention?
• In what way does your presentation build on or differ from existing research?
• Could you clarify the methodology behind your study or findings?
• How would you explain the significance of your findings to a layman?
• Is there a particular slide or section you can revisit for further clarification?
• Could you give an example that illustrates your point about [specific detail]?
• What were the assumptions underlying your analysis or argument?
• How do definitions used in your presentation compare to industry-standard ones?
• Can you clarify the statistical significance of your data?
• Where might we find more information on this topic if we wish to understand it better?

Digging Deeper into Content

• Can you expand on how your findings compare to similar studies?
• How might emerging technologies impact the relevance of your findings in the future?
• Are there ethical considerations linked to your presentation topic?
• What are the limitations of your research, and how can they be addressed in the future?
• How can your research be applied in other fields or industries?
• In what ways do your findings challenge conventional wisdom?
• Could you walk us through the process of how you collected your data?
• How would different theoretical frameworks affect the interpretation of your results?
• What unanswered questions remain after your presentation?
• How do you expect the discussion on this topic to evolve in the next five years?
• What are the implications of your findings for policy or practice?
• How does cultural context play into the outcomes of your research?
• Can you discuss any relevant case studies that connect to your presentation?
• What follow-up research would you recommend based on your work?
• In your research, what was the most surprising discovery you made?

Gathering Practical Applications

• How can we apply your research findings in our everyday work?
• What steps can organizations take to implement your recommendations?
• Can you suggest tools or resources for applying the insights from your presentation?
• How might your research influence day-to-day decision-making?
• Could you provide a real-world example where your findings have been put into practice?
• What are the short-term and long-term benefits of applying your findings?
• Who stands to benefit most from the practical applications of your research?
• Are there certain industries or sectors where your findings are particularly relevant?
• How will applying your findings change existing systems or processes?
• What are some common obstacles to implementing your research, and how can they be overcome?
• How do you recommend staying up-to-date on applications in your research area?
• Can you suggest partner organizations or groups that are working on applying these concepts?
• What measures can be put in place to evaluate the efficacy of applying your research?
• How do you foresee your findings impacting future innovations?
• What action can individuals take to support the practical application of your research?

Providing Constructive Feedback

• I found [specific point] very compelling; have you considered expanding on this?
• Your presentation makes a strong case for [topic]; how could it be enhanced with additional data?
• I noticed [aspect] during your presentation; could this be a point for further refinement?
• The visual aids were helpful; have you thought about using more interactive elements?
• The section on [specific area] was very informative; how can it be made more accessible for beginners in the field?
• In terms of delivery, would you be open to exploring other formats for your presentation?
• Your research draws important conclusions; how else might you support them?
• The pacing of your presentation was effective; could you use a similar approach to emphasize other key points?
• Given the complexity of your topic, have you considered a follow-up session or workshop?
• What additional resources or readings would you recommend to enhance our understanding of your topic?
• Your narrative was engaging; might there be a way to incorporate more storytelling?
• How might audience participation be facilitated in future presentations to enhance understanding?
• Were there alternative viewpoints you debated including in your presentation?
• How did you decide on the structure of your presentation, and what could be changed to improve it?
• Is there a component of your research that you feel requires more visibility or discussion?

Fostering Engagement and Discussion

• What questions do you have for the audience that might help further the discussion?
• How can the audience keep the conversation going outside of this presentation?
• Are there forums or networks where this topic is actively discussed?
• Could you propose a thought experiment or hypothetical scenario for us to consider?
• How can we encourage more interdisciplinary dialogue on this subject?
• What common misconceptions should we address to clear up understanding?
• In your opinion, what are the most controversial aspects of your topic?
• How can we contribute to the body of research or thought around this subject?
• What role can non-experts play in the discussion of these findings?
• Can you suggest a way to create a community or collective around this area of research?
• How would you like to see this information shared or disseminated?
• What would be an ideal outcome of the discussions that stem from this presentation?
• Are there collaborative projects or initiatives we could start as a result of your findings?
• Would you be interested in hosting a series of discussions to delve deeper into certain aspects?
• How do you suggest we handle differing opinions or debates that arise from your topic?

Exploring Next Steps and Actions

• Based on your research, what should be our immediate action?
• What are the first steps to be taken for those who want to delve deeper into this topic?
• Who should be contacted or involved in further development of this topic?
• Are there upcoming events or conferences where this topic will be featured?
• What can we do as individuals to further the research or findings you presented?
• How can we best track the progress and development in this area?
• What practical steps would you recommend for a follow-up study or project?
• Could you outline potential obstacles we might face in advancing this topic and how to overcome them?
• Are there policy changes or advocacy needed to move this conversation forward?
• How can the general public be engaged in the action steps related to your findings?
• What are the most critical areas for immediate exploration or action?
• Is there a need for collaboration with other disciplines to advance this topic?
• How can educators integrate your findings into their curriculum or teaching?
• What funding opportunities should be looked into to support further research?
• How can we measure the impact of the actions taken as a result of your presentation?

Frequently Asked Questions

Can i provide feedback on the presentation style as well as the content.

Yes, but always aim to be constructive and polite. Feedback on presentation style can be as valuable as feedback on content.

What should I do if my question isn’t answered during the Q&A session?

If time runs out, try approaching the presenter afterward or sending a follow-up email with your question.

How can I encourage a discussion rather than just a Q&A session?

Ask open-ended questions that invite the presenter or audience members to share thoughts and perspectives, thus fostering a more interactive dialogue.

Final Thoughts

And there you have it—a comprehensive guide to quenching your intellectual curiosity and contributing valuable insights after a presentation. From uncovering the nuances of presented content to setting the stage for future collaboration, asking these questions ensures that no stone is left unturned.

Remember, the journey of understanding and exploration doesn’t end with the closing slide; it’s merely the beginning. Now, go forth and turn those questions into conversations that matter!

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• Learning Resources

Tips for asking questions in a science presentation

Asking questions in a science presentation is a common practice. Asking questions enables us to fully understand concepts and knowledge that underpins complex ideas. Here are some ideas to get you thinking about asking questions in a science presentation.

Helpful hints:

• Ask one question at a time
• Ask open questions that encourage conversation, rather than closed questions
• Put the question into context, especially if it has been a while since the information was provided
• Give the presenter some time to think about the answer
• For presenters: It’s okay to say, “I don’t know.”

Research Voyage

Research Tips and Infromation

12 Proven Tips to Make an Effective Research Presentation as an Invited Speaker

Guidance from an Experienced Mentor

The evolution of my presentation skills, what is there in this post for you, research presentation tip #1: start confidently, research presentation tip #2: eye to eye contact with the audience, research presentation tip #3: welcome your audience, research presentation tip #4: adjust your voice.

•  Research Presentation Tip #5: Memorize your Opening Line
• Research Presentation Tip #6:  Use the words  “ 'Think for while', 'Imagine', 'Think of', 'Close Your Eyes' ”

Research Presentation Tip #7: Story Telling

Research presentation tip #8: facts and statistics.

• Research Presentation Tip #9: Power of "Pause"

Research Presentation Tip #10: Quote a Great Researcher

Research presentation tip #11: begin with a video, research presentation tip #12: avoid using filler words, side benefits of giving great research presentations, how should i dress for my invited talk at a research conference, can i share my conference presentation slides after my talk with the audience, shall i entertain questions in between my presentation as an invited speaker to a research conference, can you give some tips for a successful q&a session:.

• How to handle questions where I don't know the answers in my presentation?

Introduction

In this blog post, I’ll be sharing with you some invaluable tips for delivering an effective research presentation, drawn from my own journey through academia. These tips are not just theoretical; they’re the result of my own experiences and the guidance I received along the way.

When I first embarked on my PhD journey, the prospect of presenting my research to an audience filled me with a mixture of excitement and apprehension. Like many researchers, I was eager to share my findings and insights, but I lacked the confidence and experience to do so effectively.

It wasn’t until I had been immersed in my research for nearly a year, clarifying my domain, objectives, and problem statements, that I was presented with an opportunity to speak about my work. However, despite my preparation, I found myself struggling to convey my ideas with clarity and confidence.

Fortunately, I was not alone in this journey. At the event where I was scheduled to present my research, there was another presenter—an experienced professor—who took notice of my nerves and offered his guidance. He generously shared with me a set of tips that would not only improve my presentation that day but also become the foundation for my future presentations.

As I incorporated these tips into my presentations, I noticed a remarkable improvement in my ability to engage and inform my audience. Each tip—from starting confidently to utilizing storytelling and incorporating facts and statistics—contributed to a more polished and impactful presentation style.

As an invited speaker, delivering an effective research presentation is essential to engage and inform your audience. A well-crafted presentation can help you communicate your research findings, ideas, and insights in a clear, concise, and engaging manner.

However, many presenters face challenges when it comes to delivering a successful presentation. Some of these challenges include nervousness, lack of confidence, and difficulty connecting with the audience.

In this article, we will discuss tips to help you make an effective research presentation as an invited speaker. We will cover strategies to prepare for your presentation, ways to deliver your presentation with confidence and impact, and common mistakes to avoid.

By following these tips, you can improve your presentation skills and create a compelling and engaging talk that resonates with your audience.

Tips to Make an Effective Research Presentation

• Tip 1: Start confidently
• Tip 2: Eye To Eye Contact With the Audience
• Tip 3: Welcome Your Audience
• Tip 4: Adjust your Voice
• Tip 5: Memorize your Opening Line
• Tip 6:  Use the words  “ ‘Think for while’, ‘Imagine’, ‘Think of’, ‘Close Your Eyes’ ”
• Tip 7: Story Telling
• Tip 8: Facts and Statistics
• Tip 9: Power of “Pause”
• Tip 10: Quote a Great Researcher
• Tip 11: Begin with a Video
• Tip 12: Avoid using Filler Words

Starting your presentation confidently is essential as it sets the tone for the rest of your presentation. It will help you grab your audience’s attention and make them more receptive to your message. Here are a few ways you can start confidently.

• Begin with a self-introduction: Introduce yourself to the audience and establish your credibility. Briefly mention your educational background, your professional experience, and any relevant achievements that make you an authority on the topic. For example, “Good morning everyone, my name is John and I’m a researcher at XYZ University. I have a Ph.D. in molecular biology, and my research has been published in several reputable journals.”
• Introduce the topic: Clearly state the purpose of your presentation and provide a brief overview of what you’ll be discussing. This helps the audience understand the context of your research and what they can expect from your presentation. For example, “Today, I’ll be presenting my research on the role of DNA repair mechanisms in cancer development. I’ll be discussing the current state of knowledge in this field, the methods we used to conduct our research and the novel insights we’ve gained from our findings.”
• Start with a strong opening statement: Once you’ve introduced yourself and the topic, start your presentation confidently with a statement that captures the audience’s attention and makes them curious to hear more. As mentioned earlier, you could use a strong opening statement, a powerful visual aid, or show enthusiasm for your research. For example:
• “Have you ever wondered how artificial intelligence can be used to predict user behaviour? Today, I’ll be sharing my research on the latest AI algorithms and their potential applications in the field of e-commerce.”
• “Imagine a world where cybersecurity threats no longer exist. My research is focused on developing advanced security measures that can protect your data from even the most sophisticated attacks.”
• “Think for a moment about the amount of data we generate every day. My research focuses on how we can use machine learning algorithms to extract meaningful insights from this vast amount of data, and ultimately drive innovation in industries ranging from healthcare to finance.”

By following these steps, you’ll be able to start your research presentation confidently, establish your credibility and expertise, and create interest in your topic.

Speaking confidently as an invited speaker can be a daunting task, but there are ways to prepare and feel more confident. One such way is through practising yoga. Yoga is a great tool for reducing stress and anxiety, which can be major barriers to confident public speaking.

By practising yoga, you can learn to control your breathing, calm your mind, and increase your focus and concentration. All of these skills can help you feel more centred and confident when it’s time to give your presentation.

If you’re interested in learning more about the benefits of yoga, check out our blog post on the subject YOGA: The Ultimate Productivity Hack for Ph.D. Research Scholars and Researchers .

If you’re ready to dive deeper and start your own yoga practice, be sure to download my e-book on :

Unlock Your Research Potential Through Yoga: A Research Scholar’s Companion

A large number of audiences in the presentation hall make you feel jittery and lose your confidence in no time. This happens because you are seeing many of the audience for the first time and you don’t know their background and their knowledge of the subject in which you are presenting.

The best way to overcome this fear is to go and attack the fear itself. That is come at least 10-15 minutes early to the conference room and start interacting with the people over there. This short span of connectivity with a few of the audience will release your tension.

When you occupy the stage for presenting,  the first thing you need to do is gaze around the room,  establish one-to-one eye contact, and give a confident smile to your audience whom you had just met before the start of the presentation.

Just gazing around the presentation hall will make you feel connected to everyone in the hall. Internally within your mind choose one of the audience and turn towards him/her make eye contact and deliver a few sentences, then proceed to the next audience and repeat the same set of steps.

This will make everyone in the room feel that you are talking directly to them. Make the audience feel that you are engaging with them personally for this topic, which makes them invest fully in your topic.

The third tip for making an effective research presentation is to welcome your audience. This means taking a few minutes to greet your audience, introduce yourself, and set the tone for your presentation. Here are a few ways you can welcome your audience:

• Greet your audience: Start by greeting your audience with a smile and a warm welcome. This will help you establish a connection with your audience and put them at ease.
• Introduce yourself: Introduce yourself to the audience and give a brief background on your expertise and how it relates to your presentation. This will help your audience understand your qualifications and why you’re the right person to be delivering the presentation.
• Explain the purpose of your presentation: Explain to your audience why you’re presenting your research and what they can expect to learn from your presentation. This will help your audience understand the context of your research and what they can expect from your presentation.
• Set the tone: Set the tone for your presentation by giving a brief overview of your presentation structure and what your audience can expect throughout your presentation. This will help your audience understand what to expect and keep them engaged.

Here are a few examples of how you can welcome your audience:

• If you’re presenting to a group of industry professionals, welcome them by acknowledging their expertise and experience. This will show that you value their knowledge and experience.
• If you’re presenting to a group of students or academics, welcome them by acknowledging their interest in your research area. This will help you establish a connection with your audience and show that you’re excited to share your research with them.
• If you’re presenting to a mixed audience, welcome them by acknowledging their diversity and the different perspectives they bring to the presentation. This will help you set an inclusive tone and show that you’re open to different viewpoints.

Overall, welcoming your audience is an important aspect of delivering an effective research presentation. It helps you establish a connection with your audience, set the tone for your presentation, and keep your audience engaged throughout your presentation.

In my earlier days of presentations, I just used to go on stage and start my presentations without greeting anyone. Later I learned stage etiquette with the help of my fellow research scholars and underwent  professional etiquette courses .

The fourth tip for making an effective research presentation is to adjust your voice. This means using your voice effectively to convey your message and engage your audience. Here are a few ways you can adjust your voice during your research presentation:

• Speak clearly: Speak clearly and enunciate your words so that your audience can understand what you’re saying. Avoid speaking too fast or mumbling, which can make it difficult for your audience to follow your presentation.
• Use a varied pace: Use a varied pace to keep your audience engaged. Speak slowly and clearly when you’re making important points, and speed up when you’re discussing less important points. This will help you maintain your audience’s attention throughout your presentation.
• Use a varied pitch: Use a varied pitch to convey emotion and emphasize important points. Lower your pitch when you’re discussing serious or important topics, and raise your pitch when you’re excited or enthusiastic.
• Use pauses: Use pauses to emphasize important points and give your audience time to reflect on what you’re saying. Pausing also helps to break up your presentation and make it easier for your audience to follow.

Here are a few examples of how you can adjust your voice during your research presentation:

• If you’re discussing a complex or technical topic, speak slowly and clearly so that your audience can understand what you’re saying. Use pauses to emphasize important points and give your audience time to reflect on what you’re saying.
• If you’re discussing an exciting or enthusiastic topic, raise your pitch and use a varied pace to convey your excitement to your audience. This will help you engage your audience and keep them interested in your presentation.
• If you’re discussing a serious or emotional topic, lower your pitch and use a slower pace to convey the gravity of the situation. Use pauses to emphasize important points and give your audience time to process what you’re saying.

Overall, adjusting your voice is an important aspect of delivering an effective research presentation. It helps you convey your message clearly, engage your audience, and keep their attention throughout your presentation.

Many researchers are less talkative and speak with a very low voice and this makes their concepts unheard by other researchers. To overcome this drawback, they go for  vocal coaching  to improve their voice modulation.

 Research Presentation Tip #5: Memorize your Opening Line

The fifth tip for making an effective research presentation is to memorize your opening line. This means having a powerful and memorable opening line that will grab your audience’s attention and set the tone for your presentation. Here are a few ways you can create a memorable opening line:

• Use a quote or statistic: Start your presentation with a powerful quote or statistic that relates to your research. This will grab your audience’s attention and show them why your research is important.
• Use a story or anecdote: Use a personal story or anecdote to illustrate the importance of your research. This will help you connect with your audience on an emotional level and show them why your research is relevant to their lives.
• Ask a question: Ask your audience a thought-provoking question that relates to your research. This will help you engage your audience and get them thinking about your topic.

Once you’ve created a memorable opening line, it’s important to memorize it so that you can deliver it confidently and without hesitation. Here are a few examples of powerful opening lines:

• “In the United States, someone dies of a drug overdose every seven minutes. Today, I want to talk to you about the opioid epidemic and what we can do to prevent it.”
• “When I was a child, my grandmother was diagnosed with Alzheimer’s disease. Today, I want to share with you the latest research on Alzheimer’s and what we can do to slow its progression.”
• “Have you ever wondered why some people are more resilient than others? Today, I want to talk to you about the science of resilience and how we can use it to overcome adversity.”

Overall, memorizing your opening line is an important aspect of delivering an effective research presentation. It helps you grab your audience’s attention, set the tone for your presentation, and establish your credibility as a speaker.

Remembering the concepts at the right time and in the right sequence is critical for every researcher. Few of my research scholars face the problem of forgetting everything once they reach the stage for presentation. To overcome this difficulty I gift them with one of my favourite books on improving memory power:    “Limitless  by Jim Quick” .  This book has changed many lives. You can also try.

Research Presentation Tip #6:  Use the words  “ ‘Think for while’, ‘Imagine’, ‘Think of’, ‘Close Your Eyes’ ”

The sixth tip for making an effective research presentation is to use specific phrases that encourage your audience to think, imagine, and engage with your presentation. Here are a few examples of phrases you can use to encourage your audience to engage with your presentation:

• “Think for a moment about…” This phrase encourages your audience to reflect on a particular point or idea that you’ve just discussed. For example, “Think for a moment about the impact that climate change is having on our planet.”
• “Imagine that…” This phrase encourages your audience to visualize a particular scenario or idea. For example, “Imagine that you’re living in a world without access to clean water. How would your daily life be affected?”
• “Think of a time when…” This phrase encourages your audience to reflect on their own experiences and relate them to your presentation. For example, “Think of a time when you felt overwhelmed at work. How did you manage that stress?”
• “Close your eyes and picture…” This phrase encourages your audience to use their imagination to visualize a particular scenario or idea. For example, “Close your eyes and picture a world without poverty. What would that look like?”

By using these phrases, you can encourage your audience to actively engage with your presentation and think more deeply about your research. Here are a few examples of how you might incorporate these phrases into your presentation:

• “Think for a moment about the impact that our use of plastics is having on our environment. Each year, millions of tons of plastic end up in our oceans, harming marine life and polluting our planet.”
• “Imagine that you’re a scientist working to develop a cure for a deadly disease. What kind of research would you conduct, and what challenges might you face?”
• “Think of a time when you had to overcome a significant challenge. How did you persevere, and what lessons did you learn from that experience?”
• “Close your eyes and picture a world where renewable energy is our primary source of power. What benefits would this have for our planet, and how can we work together to make this a reality?”

Overall, using phrases that encourage your audience to think and engage with your presentation is an effective way to make your research presentation more impactful and memorable.

The seventh tip for making an effective research presentation is to incorporate storytelling into your presentation. Storytelling is a powerful way to connect with your audience, illustrate your points, and make your research more engaging and memorable.

People love stories, but your story has to be relevant to your research. You can craft a story about an experience you had and tell how you could able to define your research problem based on the experience you had.  This makes your presentation both interesting and incorporates information about the work you are carrying out. 

Storytelling or sharing your own experience is the best way to connect with your audience.  Many researchers use this technique and it remains one of the most critical pieces to becoming an effective presenter.

Here are a few examples of how you can incorporate storytelling into your presentation:

• Personal stories: Use a personal story to illustrate the importance of your research. For example, if you’re researching a new cancer treatment, you might share a story about a friend or family member who has been affected by cancer. This personal connection can help your audience relate to your research on a more emotional level.
• Case studies: Use a case study to illustrate how your research has been applied in the real world. For example, if you’re researching the impact of a new educational program, you might share a case study about a school that has implemented the program and seen positive results.
• Historical examples: Use a historical example to illustrate the significance of your research. For example, if you’re researching the impact of climate change, you might share a story about the Dust Bowl of the 1930s to illustrate the devastating effects of drought and soil erosion.
• Analogies: Use an analogy to explain complex concepts or ideas. For example, if you’re researching the workings of the brain, you might use the analogy of a computer to help your audience understand how neurons communicate with each other.

By incorporating storytelling into your presentation, you can help your audience connect with your research on a more personal level and make your presentation more memorable. Here are a few examples of how you might incorporate storytelling into your presentation:

• “When my mother was diagnosed with cancer, I felt helpless and afraid. But thanks to the groundbreaking research that is being done in this field, we now have more treatment options than ever before. Today, I want to share with you the latest research on cancer treatments and what we can do to support those who are fighting this disease.”
• “Imagine for a moment that you’re a small business owner trying to grow your online presence. You’ve heard that search engine optimization (SEO) is important for driving traffic to your website, but you’re not sure where to start. That’s where my research comes in. By analyzing millions of search queries, I’ve identified the key factors that search engines use to rank websites. Using this information, I’ve developed a new algorithm that can help businesses like yours optimize their websites for better search engine rankings. Imagine being able to reach more customers and grow your business, all thanks to this new algorithm. That’s the power of my research.”

In these examples, the speaker is using storytelling to help the audience understand the real-world impact of their research in a relatable way. By framing the research in terms of a relatable scenario, the speaker is able to engage the audience and make the research feel more relevant to their lives. Additionally, by highlighting the practical applications of the research, the speaker is able to demonstrate the value of the research in a tangible way.

Here I recommend without any second thought “ Storytelling with Data: A Data Visualization Guide for Business Professionals  ” by Cole Nussbaumer Knaflic. This is one of the powerful techniques to showcase data in the form of graphs and charts.

The eighth tip for making an effective research presentation is to incorporate facts and statistics into your presentation. Facts and statistics can help you communicate the significance of your research and make it more compelling to your audience.

Make your audience curious about your topic with a fact they didn’t know. Explaining the importance of your topic to your audience is essential. Showcasing data and statistics to prove a point remains a critical strategy not just at the beginning but also throughout.  Statistics can be mind-numbing but if there is some compelling information that can help further the conversation.

Here are a few examples of how you might use facts and statistics in your research presentation:

• Contextualize your research: Use statistics to provide context for your research. For example, if you’re presenting on the prevalence of a particular disease, you might start by sharing statistics on how many people are affected by the disease worldwide.
• Highlight key findings: Use facts and statistics to highlight the key findings of your research. For example, if you’re presenting on new drug therapy, you might share statistics on the success rate of the therapy and how it compares to existing treatments.
• Support your arguments: Use facts and statistics to support your arguments. For example, if you’re arguing that a particular policy change is needed, you might use statistics to show how the current policy is failing and why a change is necessary.
• Visualize your data: Use graphs, charts, and other visual aids to help illustrate your data. This can make it easier for your audience to understand the significance of your research. For example, if you’re presenting on the impact of climate change, you might use a graph to show the rise in global temperatures over time.

Here’s an example of how you might use facts and statistics in a research presentation:

“Did you know that over 80% of internet users own a smartphone? That’s a staggering number when you think about it. And with the rise of mobile devices, it’s more important than ever for businesses to have a mobile-friendly website. That’s where my research comes in.

By analyzing user behaviour and website performance data, I’ve identified the key factors that make a website mobile-friendly. And the results are clear: mobile-friendly websites perform better in search engine rankings, have lower bounce rates, and are more likely to convert visitors into customers. By implementing the recommendations from my research, businesses can improve their online presence and reach more customers than ever before.”

In this example, the speaker is using statistics to provide context for their research (the high prevalence of smartphone ownership) and to support their argument (that businesses need to have mobile-friendly websites).

By emphasizing the benefits of mobile-friendly websites (better search engine rankings, lower bounce rates, and higher conversion rates), the speaker is able to make the research more compelling to their audience. Finally, by using concrete examples (implementing the recommendations from the research), the speaker is able to make the research feel actionable and relevant to the audience.

In my blog posts on the benefits of using graphs and tables in research presentations, I have presented different ways that these tools can enhance the impact and effectiveness of your research presentation. By incorporating graphs and tables, you can help your audience to engage more deeply with your research and better grasp the significance of your findings. To learn more about the benefits of using graphs and tables in research presentations, check out my blog posts listed below, on the subject.

• Maximizing the Impact of Your Research Paper with Graphs and Charts
• Best Practices for Designing and Formatting Tables in Research Papers

You can also refer the book “Information Visualization: An Introduction” for getting more clarity on the representation of facts and statistics.

Research Presentation Tip #9: Power of “Pause”

The ninth tip for making an effective research presentation is to use the power of “pause.” Pausing at key moments in your presentation can help you emphasize important points, allow your audience to process information, and create a sense of anticipation.

We are all uncomfortable when there is a pause.  Yet incorporating pause into your presentation can be a valuable tool causing the audience to be attentive to what you are going to say next.

A pause is an effective way to grab attention. There are two ways you might use this technique. After you are introduced, walk on stage and say nothing. Simply pause for three to five seconds and wait for the full attention of the audience. It’s a powerful opening. Depending on the audience, you might need to pause for longer than five seconds.

At another point in your presentation, you might be discussing the results or you are about to provide important information, that’s when you pause to grab attention. You’ll probably feel uncomfortable when you first try this technique, but it’s worth mastering.

Here are a few examples of how you might use the power of the pause in your research presentation:

• Emphasize key points: Pause briefly after making an important point to allow your audience to absorb the information. For example, if you’re presenting on the benefits of a new product, you might pause after stating the most compelling benefits to give your audience time to reflect on the information.
• Create anticipation: Pause before revealing a key piece of information or making a surprising statement. This can create a sense of anticipation in your audience and keep them engaged. For example, if you’re presenting on the results of a study, you might pause before revealing the most surprising or unexpected finding.
• Allow time for reflection: Pause after asking a thought-provoking question to give your audience time to reflect on their answer. This can help create a more interactive and engaging presentation. For example, if you’re presenting on the impact of social media on mental health, you might pause after asking the audience to reflect on their own social media use.
• Control the pace: Use pauses to control the pace of your presentation. Pausing briefly before transitioning to a new topic can help you signal to your audience that you’re about to move on. This can help prevent confusion and make your presentation more organized.

Here’s an example of how you might use the power of the pause in a research presentation:

“Imagine being able to reduce the risk of heart disease by 50%. That’s the potential impact of my research. By analyzing the diets and lifestyles of over 10,000 participants, I’ve identified the key factors that contribute to heart disease. And the results are clear: by making a few simple changes to your diet and exercise routine, you can significantly reduce your risk of heart disease. So, what are these changes? Pause for effect. It turns out that the most important factors are a diet rich in fruits and vegetables, regular exercise, and limited alcohol consumption.”

In this example, the speaker is using the pause to create anticipation before revealing the most important findings of their research. By pausing before revealing the key factors that contribute to heart disease, the speaker is able to create a sense of anticipation and emphasize the importance of the information. By using the power of the pause in this way, the speaker is able to make their research presentation more engaging and memorable for the audience.

The tenth tip for making an effective research presentation is to quote a great researcher. By including quotes from respected researchers or experts in your field, you can add credibility to your presentation and demonstrate that your research is supported by other respected professionals.

Quoting someone who is a well-known researcher in your field is a great way to start any presentation.  Just be sure to make it relevant to the purpose of your speech and presentation.  If you are using slides, adding a picture of the person you are quoting will add more value to your presentation.

Here are a few examples of how you might use quotes in your research presentation:

• Begin with a quote: Starting your presentation with a quote from a respected researcher can help set the tone and establish your credibility. For example, if you’re presenting on the benefits of exercise for mental health, you might begin with a quote from a well-known psychologist or psychiatrist who has researched the topic.
• Use quotes to support your argument: Including quotes from experts who support your argument can help reinforce your ideas and add credibility to your presentation. For example, if you’re presenting on the importance of early childhood education, you might include a quote from a respected educational psychologist who has studied the topic.
• Challenge conventional wisdom: Including quotes from experts who challenge conventional wisdom can help you make a more compelling argument and stand out from other presenters. For example, if you’re presenting on the effects of technology on social interaction, you might include a quote from a respected sociologist who argues that technology can actually improve social connections.
• Add a personal touch: Including quotes from researchers who have inspired you personally can help you connect with your audience and add a more personal touch to your presentation. For example, if you’re presenting on the importance of diversity in the workplace, you might include a quote from a researcher who has inspired you to pursue your own research on the topic.

Here’s an example of how you might use a quote in a research presentation:

“As the great psychologist Abraham Maslow once said, ‘What a man can be, he must be.’ This quote perfectly captures the essence of my research on human potential. By analyzing the lives of highly successful individuals, I’ve identified the key factors that contribute to success. And the results are clear: by cultivating a growth mindset, setting ambitious goals, and surrounding yourself with supportive people, you can unlock your full potential and achieve greatness.”

In this example, the speaker is using a quote from a respected psychologist to support their argument about human potential. By including the quote, the speaker is able to add credibility to their presentation and demonstrate that their research is supported by other respected professionals in the field. By using quotes in this way, the speaker is able to make their research presentation more engaging and persuasive for the audience.

The eleventh tip for making an effective research presentation is to begin with a video. Using a video at the beginning of your presentation can capture the audience’s attention and help establish the theme of your talk

Video remains a powerful mechanism to begin a presentation.  Limit your videos to 2–3 minutes. People like video, and it can capture their attention, but they can also tire of it easily.  It gives the presenter and the attendees a break from each other. Sometimes, you just look for visible reactions from the audience that might provide a transition from video back to speaking. Conversely, for the attendees, the video provides a break from the speaker.

Here are a few examples of how you might use a video in your research presentation:

• Introduce a new technology: Use a video to introduce a new technology or innovation that is related to your research. For example, if you’re presenting on the potential of artificial intelligence in healthcare, you might use a video that shows how AI is being used to detect cancer early.
• Demonstrate a problem: Use a video to demonstrate a problem or challenge that your research is trying to solve. For example, if you’re presenting on the importance of cybersecurity in the finance industry, you might use a video that shows how easily hackers can gain access to sensitive financial information.
• Showcase your research: Use a video to showcase your own research and the methods you used to conduct it. For example, if you’re presenting on a new algorithm for image recognition, you might use a video that shows how the algorithm works in action.
• Add a personal touch: Use a video to share a personal story or experience that relates to your research. For example, if you’re presenting on the impact of technology on society, you might use a video that shows how technology has changed your own life.

Here’s an example of how you might use a video at the beginning of a research presentation in computer science:

“Before I dive into my research on the potential of blockchain technology in supply chain management, I want to show you a video that demonstrates the challenges that the industry currently faces. As you’ll see, there are numerous pain points that blockchain could help to address, from tracking the provenance of goods to reducing fraud and counterfeiting. By leveraging the power of blockchain, we can create a more transparent, efficient, and secure supply chain for everyone involved.”

In this example, the speaker is using a video to demonstrate a problem or challenge that their research is trying to solve. By showing the audience the current pain points in supply chain management, the speaker is able to establish the need for blockchain technology and capture the audience’s attention. By using a video in this way, the speaker is able to make their research presentation more engaging and impactful for the audience.

One sincere piece of advice while preparing the video is not to install the full video and start searching for the clip to be displayed to the audience. If you show this side or that side of the video content not relevant to the context, the audience may lose patience and drift away from the presentation. This shows your unpreparedness for the presentation.  I suggest you go ahead with professional video editing software to edit your video before showing it to your audience.

When giving a research presentation, it’s important to sound confident and knowledgeable. However, using too many filler words such as “ok”, “so”, and “umms” can make you sound unsure of yourself and can distract from the content of your presentation.

Here are a few tips to help you avoid using too many filler words:

• Practice your presentation: One of the best ways to reduce the use of filler words is to practice your presentation. By rehearsing what you want to say, you’ll become more comfortable with the content and won’t need to rely on filler words as much.
• Use a script: If you’re prone to using filler words, consider writing out a script for your presentation. This will help you stay on track and avoid unnecessary pauses or verbal crutches.
• Record yourself: Another helpful strategy is to record yourself giving your presentation. By listening back to the recording, you can identify any filler words or other verbal tics and work on eliminating them in future presentations.
• Take pauses: Instead of relying on filler words to fill pauses in your presentation, try taking intentional pauses. This will help you gather your thoughts and emphasize important points.

Here’s an example of how to avoid using too many filler words in a research presentation:

“Today, I want to talk to you about the impact of machine learning on cybersecurity. Ok, so, umm, as you all know, cybersecurity is a critical issue for businesses and organizations. But did you know that machine learning can help to identify and mitigate cyber threats before they become a major problem? By using algorithms to analyze data, we can create more effective security protocols and protect sensitive information from being compromised. So, in conclusion, machine learning has the potential to revolutionize the way we approach cybersecurity.”

In this example, the speaker is using several filler words throughout the presentation, which can detract from the content and make them sound less confident. By practising their presentation and focusing on eliminating filler words, the speaker can deliver a more polished and engaging presentation that highlights the important points.

Many presenters, though have good content fail to impress the audience by using too many  “ok” “so” and “umms” which shows a lack of good communication skills.  This can be due to stage fear/poor preparation/happen unconsciously.

Such filler words can ruin your credibility despite how innocent they look. One tip for avoiding this annoying habit is to practice your speech or presentation multiple times beforehand in front of your supervisor/research scholars / yourself in front of the mirror.  If you are hesitant then the best option is to  record your speech on your mobile  and check for the mistakes unconsciously you make.

Giving a good research presentation as a keynote speaker is an excellent opportunity to showcase your expertise and knowledge in your research domain. As a keynote speaker, you can communicate your research findings, methodologies, and the impact of your research to a wider audience.

A well-delivered presentation can also demonstrate your ability to engage with diverse stakeholders and effectively communicate complex ideas. This can be an advantage when looking for research consultancy work, as potential clients or employers can assess your ability to deliver quality work, understand their needs, and provide innovative solutions to their problems.

If you are interested in exploring research consultancy jobs, check out the link Research Consultancy: An Alternate Career for Researchers to discover some exciting opportunities in your research domain.

Delivering a successful research presentation requires careful planning, practice, and attention to detail. By starting confidently, making eye contact with your audience, and using effective communication techniques like storytelling and statistics, you can engage your audience and communicate your research findings in a compelling way.

Remember to adjust your voice, avoid filler words, and take intentional pauses to keep your audience engaged and focused. By following these tips and incorporating your own unique style and perspective, you can deliver a powerful and memorable research presentation that showcases your expertise and leaves a lasting impression.

Frequently Asked Questions

As a speaker at a research conference, it’s important to dress professionally and appropriately to make a positive impression on the audience and fellow researchers. Here are some general guidelines for what to wear: Business Formal Attire : Most research conferences have a business formal dress code. This typically means wearing a suit or dress pants/skirt with a collared shirt/blouse. For men, a suit with a tie is appropriate, and for women, a pantsuit or a skirt/dress with a blazer is a good choice. Neutral and Classic Colors : Stick to neutral and classic colours like black, navy, grey, or beige for a polished and sophisticated look. Avoid loud or overly bright colors and patterns that may distract from your presentation. Comfortable and Well-Fitted Clothing : Ensure that your clothing fits well and is comfortable to wear for an extended period. This will help you feel more at ease during your presentation. Appropriate Footwear : Wear closed-toe shoes that are comfortable and complement your outfit. For men, dress shoes are ideal, and for women, low-heeled pumps or flats are a good choice. Minimal Accessories : Keep your accessories simple and minimal. A wristwatch, small earrings, and a modest necklace can add a touch of elegance without being distracting. Grooming and Hygiene : Pay attention to personal grooming and hygiene. Make sure your hair is well-groomed, and avoid heavy cologne or perfume, as some attendees may be sensitive to strong scents. Bring Layers : Conference venues can sometimes be chilly due to air conditioning, so consider bringing a light sweater or jacket that complements your outfit. Check the Conference Theme : Occasionally, research conferences may have specific themes or cultural considerations. In such cases, you can subtly incorporate elements related to the theme or culture into your outfit if appropriate. You can visit my blog post on ” How to dress for academic / research conferences ” for further details.

Absolutely! Sharing your conference presentation slides with the audience after your talk can be a great way to provide additional value to those who attended your presentation and those who couldn’t make it to the event.

As an invited speaker at a research conference, it is generally expected and encouraged to entertain questions from the audience during or after your presentation. Q&A sessions are a valuable part of academic conferences as they allow attendees to engage with the speaker, seek clarifications, and gain further insights into the research being presented. However, a few speakers as well as the audience may get distracted by the questions asked during the presentation. Check your preparedness and the mood of the audience and then decide.

Tips for a Successful Q&A Session: Be Prepared : Anticipate potential questions that may arise from your presentation and be prepared to answer them. This will boost your confidence during the Q&A. Encourage Questions : After your presentation, let the audience know that you welcome their questions. Creating a supportive and inclusive environment will encourage more participation. Active Listening : Listen carefully to each question and ensure you understand it before responding. If a question is unclear, ask for clarification to provide the best possible answer. Be Respectful and Professional : Even if you receive challenging or critical questions, respond in a respectful and professional manner. Avoid becoming defensive and maintain a positive tone. Manage Time : If there’s a specific time allocated for the Q&A session, manage it effectively so that you can address as many questions as possible without exceeding the allocated time.

How to handle questions where I don’t know the answers in my presentation?

Handling a question during your presentation when you don’t know the answer is a common scenario, and it’s essential to respond gracefully and professionally. Here’s how to handle such situations: Stay Calm and Composed : Take a deep breath and remain calm. It’s okay not to know the answer to every question, and the audience understands that. Acknowledge the Question : Show appreciation for the question and the person who asked it. You can say something like, “Thank you for the question; that’s an interesting point to consider.” Be Honest : It’s best to be honest if you don’t know the answer. Avoid making up information or guessing as it can harm your credibility. Admit You Don’t Know : You can respond with a polite acknowledgement that you don’t have the information at hand. For example, say, “I’m afraid I don’t have the answer to that question right now.” Offer to Follow Up : Express your willingness to find the answer later. You can say, “I’ll make sure to look into this further and get back to you with an answer.” Redirect the Question : If appropriate, you can redirect the question to the audience or to someone who might have more expertise on the topic. Stay Positive : Maintain a positive tone throughout your response. Avoid apologizing excessively or sounding defensive. Bridge to Related Topics : If you can’t answer the specific question, try to bridge it to related topics you are familiar with. This way, you can still contribute to the discussion. Use It as a Learning Opportunity : If the question raises a valid point you haven’t considered before, acknowledge it as a learning opportunity. You can say, “That’s an excellent question, and it gives me something to think about.” Learn for the Future : After the presentation, take note of the questions you couldn’t answer and use them as a basis for further research or study. This will help you better prepare for similar situations in the future.

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How to make a scientific presentation

Scientific presentation outlines

Questions to ask yourself before you write your talk, 1. how much time do you have, 2. who will you speak to, 3. what do you want the audience to learn from your talk, step 1: outline your presentation, step 2: plan your presentation slides, step 3: make the presentation slides, slide design, text elements, animations and transitions, step 4: practice your presentation, final thoughts, frequently asked questions about preparing scientific presentations, related articles.

A good scientific presentation achieves three things: you communicate the science clearly, your research leaves a lasting impression on your audience, and you enhance your reputation as a scientist.

But, what is the best way to prepare for a scientific presentation? How do you start writing a talk? What details do you include, and what do you leave out?

It’s tempting to launch into making lots of slides. But, starting with the slides can mean you neglect the narrative of your presentation, resulting in an overly detailed, boring talk.

The key to making an engaging scientific presentation is to prepare the narrative of your talk before beginning to construct your presentation slides. Planning your talk will ensure that you tell a clear, compelling scientific story that will engage the audience.

In this guide, you’ll find everything you need to know to make a good oral scientific presentation, including:

• The different types of oral scientific presentations and how they are delivered;
• How to outline a scientific presentation;
• How to make slides for a scientific presentation.

Our advice results from delving into the literature on writing scientific talks and from our own experiences as scientists in giving and listening to presentations. We provide tips and best practices for giving scientific talks in a separate post.

There are two main types of scientific talks:

• Your talk focuses on a single study . Typically, you tell the story of a single scientific paper. This format is common for short talks at contributed sessions in conferences.
• Your talk describes multiple studies. You tell the story of multiple scientific papers. It is crucial to have a theme that unites the studies, for example, an overarching question or problem statement, with each study representing specific but different variations of the same theme. Typically, PhD defenses, invited seminars, lectures, or talks for a prospective employer (i.e., “job talks”) fall into this category.

➡️ Learn how to prepare an excellent thesis defense

The length of time you are allotted for your talk will determine whether you will discuss a single study or multiple studies, and which details to include in your story.

The background and interests of your audience will determine the narrative direction of your talk, and what devices you will use to get their attention. Will you be speaking to people specializing in your field, or will the audience also contain people from disciplines other than your own? To reach non-specialists, you will need to discuss the broader implications of your study outside your field.

The needs of the audience will also determine what technical details you will include, and the language you will use. For example, an undergraduate audience will have different needs than an audience of seasoned academics. Students will require a more comprehensive overview of background information and explanations of jargon but will need less technical methodological details.

Your goal is to speak to the majority. But, make your talk accessible to the least knowledgeable person in the room.

This is called the thesis statement, or simply the “take-home message”. Having listened to your talk, what message do you want the audience to take away from your presentation? Describe the main idea in one or two sentences. You want this theme to be present throughout your presentation. Again, the thesis statement will depend on the audience and the type of talk you are giving.

Your thesis statement will drive the narrative for your talk. By deciding the take-home message you want to convince the audience of as a result of listening to your talk, you decide how the story of your talk will flow and how you will navigate its twists and turns. The thesis statement tells you the results you need to show, which subsequently tells you the methods or studies you need to describe, which decides the angle you take in your introduction.

➡️ Learn how to write a thesis statement

The goal of your talk is that the audience leaves afterward with a clear understanding of the key take-away message of your research. To achieve that goal, you need to tell a coherent, logical story that conveys your thesis statement throughout the presentation. You can tell your story through careful preparation of your talk.

Preparation of a scientific presentation involves three separate stages: outlining the scientific narrative, preparing slides, and practicing your delivery. Making the slides of your talk without first planning what you are going to say is inefficient.

Here, we provide a 4 step guide to writing your scientific presentation:

• Outline your presentation
• Plan your presentation slides
• Make the presentation slides
• Practice your presentation

Writing an outline helps you consider the key pieces of your talk and how they fit together from the beginning, preventing you from forgetting any important details. It also means you avoid changing the order of your slides multiple times, saving you time.

Plan your talk as discrete sections. In the table below, we describe the sections for a single study talk vs. a talk discussing multiple studies:

The following tips apply when writing the outline of a single study talk. You can easily adapt this framework if you are writing a talk discussing multiple studies.

Introduction: Writing the introduction can be the hardest part of writing a talk. And when giving it, it’s the point where you might be at your most nervous. But preparing a good, concise introduction will settle your nerves.

The introduction tells the audience the story of why you studied your topic. A good introduction succinctly achieves four things, in the following order.

• It gives a broad perspective on the problem or topic for people in the audience who may be outside your discipline (i.e., it explains the big-picture problem motivating your study).
• It describes why you did the study, and why the audience should care.
• It gives a brief indication of how your study addressed the problem and provides the necessary background information that the audience needs to understand your work.
• It indicates what the audience will learn from the talk, and prepares them for what will come next.

A good introduction not only gives the big picture and motivations behind your study but also concisely sets the stage for what the audience will learn from the talk (e.g., the questions your work answers, and/or the hypotheses that your work tests). The end of the introduction will lead to a natural transition to the methods.

Give a broad perspective on the problem. The easiest way to start with the big picture is to think of a hook for the first slide of your presentation. A hook is an opening that gets the audience’s attention and gets them interested in your story. In science, this might take the form of a why, or a how question, or it could be a statement about a major problem or open question in your field. Other examples of hooks include quotes, short anecdotes, or interesting statistics.

Why should the audience care? Next, decide on the angle you are going to take on your hook that links to the thesis of your talk. In other words, you need to set the context, i.e., explain why the audience should care. For example, you may introduce an observation from nature, a pattern in experimental data, or a theory that you want to test. The audience must understand your motivations for the study.

Supplementary details. Once you have established the hook and angle, you need to include supplementary details to support them. For example, you might state your hypothesis. Then go into previous work and the current state of knowledge. Include citations of these studies. If you need to introduce some technical methodological details, theory, or jargon, do it here.

Conclude your introduction. The motivation for the work and background information should set the stage for the conclusion of the introduction, where you describe the goals of your study, and any hypotheses or predictions. Let the audience know what they are going to learn.

Methods: The audience will use your description of the methods to assess the approach you took in your study and to decide whether your findings are credible. Tell the story of your methods in chronological order. Use visuals to describe your methods as much as possible. If you have equations, make sure to take the time to explain them. Decide what methods to include and how you will show them. You need enough detail so that your audience will understand what you did and therefore can evaluate your approach, but avoid including superfluous details that do not support your main idea. You want to avoid the common mistake of including too much data, as the audience can read the paper(s) later.

Results: This is the evidence you present for your thesis. The audience will use the results to evaluate the support for your main idea. Choose the most important and interesting results—those that support your thesis. You don’t need to present all the results from your study (indeed, you most likely won’t have time to present them all). Break down complex results into digestible pieces, e.g., comparisons over multiple slides (more tips in the next section).

Summary: Summarize your main findings. Displaying your main findings through visuals can be effective. Emphasize the new contributions to scientific knowledge that your work makes.

Conclusion: Complete the circle by relating your conclusions to the big picture topic in your introduction—and your hook, if possible. It’s important to describe any alternative explanations for your findings. You might also speculate on future directions arising from your research. The slides that comprise your conclusion do not need to state “conclusion”. Rather, the concluding slide title should be a declarative sentence linking back to the big picture problem and your main idea.

It’s important to end well by planning a strong closure to your talk, after which you will thank the audience. Your closing statement should relate to your thesis, perhaps by stating it differently or memorably. Avoid ending awkwardly by memorizing your closing sentence.

By now, you have an outline of the story of your talk, which you can use to plan your slides. Your slides should complement and enhance what you will say. Use the following steps to prepare your slides.

• Write the slide titles to match your talk outline. These should be clear and informative declarative sentences that succinctly give the main idea of the slide (e.g., don’t use “Methods” as a slide title). Have one major idea per slide. In a YouTube talk on designing effective slides , researcher Michael Alley shows examples of instructive slide titles.
• Decide how you will convey the main idea of the slide (e.g., what figures, photographs, equations, statistics, references, or other elements you will need). The body of the slide should support the slide’s main idea.
• Under each slide title, outline what you want to say, in bullet points.

In sum, for each slide, prepare a title that summarizes its major idea, a list of visual elements, and a summary of the points you will make. Ensure each slide connects to your thesis. If it doesn’t, then you don’t need the slide.

Slides for scientific presentations have three major components: text (including labels and legends), graphics, and equations. Here, we give tips on how to present each of these components.

• Have an informative title slide. Include the names of all coauthors and their affiliations. Include an attractive image relating to your study.
• Make the foreground content of your slides “pop” by using an appropriate background. Slides that have white backgrounds with black text work well for small rooms, whereas slides with black backgrounds and white text are suitable for large rooms.
• The layout of your slides should be simple. Pay attention to how and where you lay the visual and text elements on each slide. It’s tempting to cram information, but you need lots of empty space. Retain space at the sides and bottom of your slides.
• Use sans serif fonts with a font size of at least 20 for text, and up to 40 for slide titles. Citations can be in 14 font and should be included at the bottom of the slide.
• Use bold or italics to emphasize words, not underlines or caps. Keep these effects to a minimum.
• Use concise text . You don’t need full sentences. Convey the essence of your message in as few words as possible. Write down what you’d like to say, and then shorten it for the slide. Remove unnecessary filler words.
• Text blocks should be limited to two lines. This will prevent you from crowding too much information on the slide.
• Include names of technical terms in your talk slides, especially if they are not familiar to everyone in the audience.
• Proofread your slides. Typos and grammatical errors are distracting for your audience.
• Include citations for the hypotheses or observations of other scientists.
• Good figures and graphics are essential to sustain audience interest. Use graphics and photographs to show the experiment or study system in action and to explain abstract concepts.
• Don’t use figures straight from your paper as they may be too detailed for your talk, and details like axes may be too small. Make new versions if necessary. Make them large enough to be visible from the back of the room.
• Use graphs to show your results, not tables. Tables are difficult for your audience to digest! If you must present a table, keep it simple.
• Label the axes of graphs and indicate the units. Label important components of graphics and photographs and include captions. Include sources for graphics that are not your own.
• Explain all the elements of a graph. This includes the axes, what the colors and markers mean, and patterns in the data.
• Use colors in figures and text in a meaningful, not random, way. For example, contrasting colors can be effective for pointing out comparisons and/or differences. Don’t use neon colors or pastels.
• Use thick lines in figures, and use color to create contrasts in the figures you present. Don’t use red/green or red/blue combinations, as color-blind audience members can’t distinguish between them.
• Arrows or circles can be effective for drawing attention to key details in graphs and equations. Add some text annotations along with them.
• Write your summary and conclusion slides using graphics, rather than showing a slide with a list of bullet points. Showing some of your results again can be helpful to remind the audience of your message.
• If your talk has equations, take time to explain them. Include text boxes to explain variables and mathematical terms, and put them under each term in the equation.
• Combine equations with a graphic that shows the scientific principle, or include a diagram of the mathematical model.
• Use animations judiciously. They are helpful to reveal complex ideas gradually, for example, if you need to make a comparison or contrast or to build a complicated argument or figure. For lists, reveal one bullet point at a time. New ideas appearing sequentially will help your audience follow your logic.
• Slide transitions should be simple. Silly ones distract from your message.
• Decide how you will make the transition as you move from one section of your talk to the next. For example, if you spend time talking through details, provide a summary afterward, especially in a long talk. Another common tactic is to have a “home slide” that you return to multiple times during the talk that reinforces your main idea or message. In her YouTube talk on designing effective scientific presentations , Stanford biologist Susan McConnell suggests using the approach of home slides to build a cohesive narrative.

To deliver a polished presentation, it is essential to practice it. Here are some tips.

• For your first run-through, practice alone. Pay attention to your narrative. Does your story flow naturally? Do you know how you will start and end? Are there any awkward transitions? Do animations help you tell your story? Do your slides help to convey what you are saying or are they missing components?
• Next, practice in front of your advisor, and/or your peers (e.g., your lab group). Ask someone to time your talk. Take note of their feedback and the questions that they ask you (you might be asked similar questions during your real talk).
• Edit your talk, taking into account the feedback you’ve received. Eliminate superfluous slides that don’t contribute to your takeaway message.
• Practice as many times as needed to memorize the order of your slides and the key transition points of your talk. However, don’t try to learn your talk word for word. Instead, memorize opening and closing statements, and sentences at key junctures in the presentation. Your presentation should resemble a serious but spontaneous conversation with the audience.
• Practicing multiple times also helps you hone the delivery of your talk. While rehearsing, pay attention to your vocal intonations and speed. Make sure to take pauses while you speak, and make eye contact with your imaginary audience.
• Make sure your talk finishes within the allotted time, and remember to leave time for questions. Conferences are particularly strict on run time.
• Anticipate questions and challenges from the audience, and clarify ambiguities within your slides and/or speech in response.
• If you anticipate that you could be asked questions about details but you don’t have time to include them, or they detract from the main message of your talk, you can prepare slides that address these questions and place them after the final slide of your talk.

➡️ More tips for giving scientific presentations

An organized presentation with a clear narrative will help you communicate your ideas effectively, which is essential for engaging your audience and conveying the importance of your work. Taking time to plan and outline your scientific presentation before writing the slides will help you manage your nerves and feel more confident during the presentation, which will improve your overall performance.

A good scientific presentation has an engaging scientific narrative with a memorable take-home message. It has clear, informative slides that enhance what the speaker says. You need to practice your talk many times to ensure you deliver a polished presentation.

First, consider who will attend your presentation, and what you want the audience to learn about your research. Tailor your content to their level of knowledge and interests. Second, create an outline for your presentation, including the key points you want to make and the evidence you will use to support those points. Finally, practice your presentation several times to ensure that it flows smoothly and that you are comfortable with the material.

Prepare an opening that immediately gets the audience’s attention. A common device is a why or a how question, or a statement of a major open problem in your field, but you could also start with a quote, interesting statistic, or case study from your field.

Scientific presentations typically either focus on a single study (e.g., a 15-minute conference presentation) or tell the story of multiple studies (e.g., a PhD defense or 50-minute conference keynote talk). For a single study talk, the structure follows the scientific paper format: Introduction, Methods, Results, Summary, and Conclusion, whereas the format of a talk discussing multiple studies is more complex, but a theme unifies the studies.

Ensure you have one major idea per slide, and convey that idea clearly (through images, equations, statistics, citations, video, etc.). The slide should include a title that summarizes the major point of the slide, should not contain too much text or too many graphics, and color should be used meaningfully.

350 Top Q&A Questions to Expect for Any Presentations (Save Them Now!)

Zhun Yee Chew

Preparing the slide content is nothing compared to dealing with daunting questions during the Q&A session of a presentation. Sometimes, if we are not lucky, we will face a tough crowd with even tougher questions that may leave us feeling challenged on the spot. And none of us likes the awkward moment of not being able to provide a satisfactory response to the audience.

Answering Q&A questions is a skill that everyone can master with the right resources and the right amount of preparation. You’ve searched, and we have them for you.

In this article, you will find more than 300 Q&A questions that are most commonly asked in a wide range of presentation occasions. Save them so you can be ready for even the most unexpected questions in your upcoming presentations!

What Are Q&A Questions?

Q&A questions, short for “Questions and Answers”, are inquiries posed by an audience or participants to the speaker or presenter during the Q&A session of a presentation . This Q&A segment typically follows a presentation, a talk or a lecture, providing the opportunities for the audience to seek clarification, ask additional information, or understand the speaker’s perspectives.

The whole point of Q&A sessions is to make the presentation more interactive and foster engagement . It’s a chance for the audience to pick the speaker’s brain and get a better understanding of the subject. 

What Are the Different Types of Presentations?

Business Presentations:

• Sales pitches
• Quarterly or annual reports
• Performance reviews
• Project proposals/updates
• All-hands presentations

Academic  Presentations:

• Lesson presentations
• Conference/research presentations
• Classroom quiz games

Training Sessions:

• Employee training
• Onboarding sessions
• Skills development workshops

Public Speaking:

• Motivational speeches
• Commencement addresses

Informative Presentations:

• How-to presentations
• Demonstrations
• Informational sessions

Social Events:

• Celebration speeches
• Team-building activities
• PowerPoint nights
• Presentation games

Technology Presentations:

• Software launches
• Product launches

Crisis Management:

• Crisis communication
• Emergency response briefings
• Contingency plans

Virtual Presentations:

• Online conferences

Different presentations involve different audience types, and the nature of questions posed can vary significantly based on presentation formats and occasions. However, the core of a successful and engaging presentation remains constant – ensuring  interactivity in a presentation  and transforming it into a two-way street through Q&A questions and adding interactive elements or using interactive tools in your presentations.

Academic Presentation Q&A Questions

Q&a questions for lecture presentations.

• Can you provide more examples for the concept/theory you just explained?
• Are there any common misconceptions about this topic that we should be aware of?
• What are the main differences between this and [related topic]?
• Can you explain the steps involved in [specific process] in more detail?
• What are the current research trends or developments in this field?
• How does this concept connect to what we learned in the previous lesson?
• Are there any alternative approaches to solve the problems here?
• Can you recommend additional resources or readings?
• Can you provide some tips for studying this material effectively?
• Are there any real-world examples where this concept has been successfully applied?
• What are the most common mistakes students make when working on assignments for this topic?
• Can you explain the significance of this concept in the context of future careers?
• What are the ethical considerations associated with the topics we are discussing?
• Are there any current debates or controversies related to this topic?
• How does this topic connect with interdisciplinary subjects or other courses?
• Can you share examples of how this concept might be used in different industries or professions?
• Can you summarize the key takeaways of today’s presentation?
• Can you discuss any historical or cultural context that influences this topic?
• How might this information be relevant to current events or societal issues?

Q&A Questions for Academic Conference Presentations 

• How did you decide on the research question or topic for your study?
• How did you select your sample or participants, and how representative is it of the broader population?
• Can you explain the methodology you used in your research and why you chose that approach?
• What are the main findings or key results of your study?
• How do your findings contribute to the existing body of knowledge in your field?
• Can you discuss any limitations or challenges you encountered during your research?
• What implications do your findings have for practitioners in the field?
• Can you elaborate on the theoretical framework that guided your study?
• What ethical considerations did you address in your research, and how were they managed?
• How did you validate the reliability and validity of your research instruments or methods?
• How did you address potential biases or confounding variables in your research?
• How do your findings compare to previous research on the same or similar topics?
• Can you discuss any unexpected or surprising results that you discovered during your study?
• How did you handle data analysis, and what statistical methods were employed in your study?
• What alternative explanations or interpretations of your data did you consider?
• How does your research contribute to addressing specific gaps in current knowledge?
• How did you control for potential confounding variables in your research design?
• What recommendations do you have for policymakers based on your research findings?
• How does your study relate to other recent or ongoing research in the same area?
• Are your findings generalizable to different populations or settings?
• How did you ensure the rigor of your data analysis and interpretation?
• What role did collaboration play in your research, and how did you handle disagreements within the research team?
• Can you share any unexpected challenges you faced during the research process?
• How might your findings be applied in a practical context, such as in industry or education?
• How did you establish the validity of your conclusions in light of potential bias or subjectivity?
• What potential areas for future research did your study uncover?
• Can you discuss the relevance of your research to current global or societal issues?
• How did you handle any limitations in available resources or funding for your research?
• What key takeaway message or lesson would you like the audience to remember from your presentation?

Q&A Questions for Student Presentations

• Can you elaborate on the research process you used to gather information for your presentation?
• Can you discuss the process of selecting and organizing the visual elements in your presentation, such as charts or graphs?
• How did you decide on the topic or key elements to include in your presentation?
• What challenges did you encounter while preparing for your presentation, and how did you overcome them?
• What did you learn about the topic that surprised you during your research?
• Can you explain the significance of your topic or its relevance to the course content?
• Can you discuss any alternative perspectives or counter-arguments related to your topic that you considered?
• What sources did you consult to ensure the accuracy and reliability of the information presented?
• Can you explain the connection between your topic and current events or real-world applications?
• Can you share any specific examples or case studies that support the points you made in your presentation?
• Can you elaborate on any implications or applications of your findings beyond the scope of your presentation?
• Can you discuss any ethical considerations related to your topic that you addressed in your presentation?
• How might your presentation contribute to the understanding of the broader course themes or objectives?
• What aspects of the presentation are you most proud of, and what would you do differently next time?

Q&A Questions for Project-Based Lessons

• What is the main goal or objective of this project, and how will our work contribute to it?
• Can you provide more details about the criteria for success in this project?
• How will our progress be assessed, and what are the key milestones or deadlines?
• Can you clarify the roles and responsibilities of each team member in the project?
• Are there specific resources or materials that we should use or reference for this project?
• Can you provide examples of successful projects from previous classes or students?
• Are there specific presentation or communication requirements for showcasing our project?
• What opportunities for feedback and revision will be available throughout the project timeline?

Business Presentation Q&A Questions

Q&a questions for sales pitches.

• What makes your product or service different from competitors in the market?
• Can you provide some specific examples of companies or clients who have successfully used your product/service?
• How does your product/service address specific pain points or challenges that customers commonly face?
• Can you share some success stories or case studies related to your product/service?
• How does your product/service integrate with existing tools or systems our company uses?
• What kind of support or training is provided to customers after they purchase your product/service?
• Can you explain the implementation process and how quickly we can expect to see results?
• Are there any customization options available to tailor the product/service to our specific needs?
• What kind of ongoing maintenance or updates does your product/service require?
• How do you ensure the security and privacy of our data when using your product/service?
• Are there any limitations or restrictions we should be aware of when using your product/service?
• How often do you release updates or new features to your product/service?
• Can you explain the scalability of your solution and how it can grow with our business?
• What is your company’s roadmap for future developments or enhancements to the product/service?
• What is the typical return on investment (ROI) that your customers experience after implementing your product/service?
• How do you handle issues or challenges that may arise post-purchase?

Q&A Questions for Work Presentations

• How does your proposal align with our company’s overall goals or strategic objectives?
• What potential challenges do you foresee in implementing this plan, and how do you plan to address them?
• Can you explain the specific roles and responsibilities of each team member involved in this project?
• What kind of timeline are you envisioning for the different phases of this project?
• Have you considered alternative approaches to achieve the same goals, and if so, what are they?
• What resources, budget, and manpower will be required to execute this plan successfully?
• How do you plan to measure the success or effectiveness of this project?
• Are there any potential risks associated with your proposal, and what mitigation strategies do you have in place?
• Can you provide examples of similar projects that have been successful in the past, either within our company or in other organizations?
• How will you keep stakeholders informed and engaged throughout the project lifecycle?
• What kind of collaboration and communication tools do you plan to use to keep the team connected?
• Are there any dependencies or external factors that could impact the timeline or success of this project?
• Can you explain how this project aligns with current industry trends or best practices?
• What are the potential roadblocks or obstacles you anticipate, and how do you plan to overcome them?

Q&A Questions for Performance Review Presentations 

• Can you highlight specific projects or tasks where you feel you excelled?
• How have you demonstrated leadership skills and the ability to take initiative?
• Have there been any instances of conflict or difficult situations, and how did you handle them?
• What accomplishments are you most proud of since our last performance review?
• Where do you think you could have performed better, and what challenges did you face?
• How well do you think your current responsibilities align with your career goals?
• What new skills or responsibilities would you like to take on in the next year?
• How have you found the feedback and communication within the team or organization?
• How well do you feel you have contributed to team projects and collaborations?
• Are there ways we can enhance teamwork and collaboration within the team?
• Is there anything we can do to support you better in your role?
• What additional resources or training do you think would benefit you in your role?
• What motivates you in your work, and how can we ensure your continued motivation?
• What steps can we take to help you achieve your long-term career goals?

Q&A Questions for Annual/Quarterly Report Presentations

• How did specific projects or initiatives contribute to the overall success or challenges outlined in the report?
• What challenges or obstacles did the team face during the reporting period, and how were they addressed?
• Are there any unexpected or significant changes in the industry landscape that may affect future performance?
• What steps were taken to mitigate risks and uncertainties identified in the previous reports?
• Can you discuss the budgetary implications of the results presented in the report?
• How did the team adapt to changes in customer preferences or demands during this reporting period?
• How do the results align with the long-term strategic objectives of the organization?
• Can you discuss any feedback or concerns received from clients, customers, or stakeholders mentioned in the report?
• How did internal collaborations or cross-functional teamwork contribute to the outcomes presented?
• What initiatives or projects are planned for the upcoming quarter or year in response to the findings in the report?
• Can you elaborate on the return on investment (ROI) for specific marketing or promotional activities mentioned in the report?
• How do the current results compare to benchmarks or industry standards for similar organizations?
• Can you discuss any changes or improvements in operational processes that were implemented during the reporting period?
• Can you provide insights into any potential areas for improvement or focus in the coming reporting period based on the data presented?

Q&A Questions for All-Hands Presentations

• What are the key priorities and goals for the team in the upcoming quarter/year?
• Can you provide more details about the recent changes in team structure or leadership?
• How will recent industry trends or developments impact our team’s strategies moving forward?
• Can you discuss the reasoning behind recent policy changes or updates within the team?
• How will the team address challenges identified in recent performance reports or feedback?
• Can you provide insights into the budget allocation and resource planning for the team?
• How will the team adapt to changes in technology or tools that may affect our workflow?
• What professional development opportunities will be available to team members in the coming months?
• Can you share updates on recent achievements or milestones reached by the team?
• Can you discuss the team’s approach to fostering diversity and inclusion within the workplace?
• What strategies will be implemented to maintain team morale and motivation?
• Can you elaborate on the team’s strategy for managing workloads and preventing burnout?
• How will the team address any challenges related to communication?
• What steps will be taken to recognize and celebrate individual and team achievements in the future?

Public Speaking Q&A Questions

Q&a questions for motivational presentations.

• How did your background or experiences shape your perspective on the topic you discussed?
• How can individuals or communities apply the ideas you shared in their own lives or work?
• What impact do you hope your work will have on the future of [your topic]?
• How has your perspective on [your topic] evolved throughout your journey, and what lessons have you learned?
• How do you suggest we, as individuals, can contribute to or support the goals you outlined in your presentation?
• What advice do you have for someone who wants to get involved in or pursue a similar field or project?
• What are the common misconceptions or misunderstandings about [your topic] that you’d like to address?
• How can the audience stay informed or engaged with ongoing developments in your field or topic?
• Can you share personal experiences where you overcame significant obstacles and found motivation in [an area]?
• What advice do you have for dealing with [a personal issue]?
• How do you handle setbacks and failures in [an area]?
• What daily habits or routines do you recommend for sustaining long-term motivation?
• How can individuals at various career stages benefit from the insights you shared?
• Can you share examples of successful individuals who have been a source of inspiration for you?

Informative Presentation Q&A Questions

Q&a questions for youtube or online webinar presentations.

• How can I access the recording of this webinar for future reference?
• Can you recommend any additional resources for further learning on this topic?
• How does this information apply to different industries or professions?
• How do you suggest we adapt these concepts to our specific organizational context?
• How can we stay updated on new developments or research in this field?
• Can you suggest strategies for overcoming resistance to change when implementing these ideas?
• What role does ongoing professional development play in mastering the skills you discussed?
• How can individuals without a background in this field apply the principles you discussed?
• Can you explain the potential challenges or common mistakes people might encounter when trying this on their own?
• How do you foresee the future trends or developments affecting the subject of this webinar?
• Can you recommend specific tools or software that would enhance our implementation of these strategies?
• What are some key indicators of success when implementing the strategies you discussed?
• Can you discuss any industry standards or benchmarks related to the topics covered in this webinar?
• What would be the first step you recommend for someone looking to implement these ideas in their organization?

Q&A Questions for Demonstration Presentations

• Can you clarify the purpose or goal of the demonstration?
• What specific steps are involved in the process you just demonstrated?
• Are there alternative methods or tools that can be used for this demonstration?
• How long does it typically take to master this skill or process demonstrated?
• Are there any safety precautions that should be considered?
• Can you provide tips for troubleshooting or overcoming obstacles in the demonstrated activity?
• How does this demonstration apply to real-world scenarios or practical situations?
• Are there variations or advanced techniques related to this demonstration that you didn’t cover?
• Can you share examples of successful applications or projects that used the demonstrated technique?
• How does this demonstration align with current trends or innovations in the field?
• What feedback or suggestions do you have for individuals attempting the demonstrated task for the first time?
• Can you discuss any modifications or adaptations that may be necessary for different skill levels or abilities?

Training Presentation Q&A Questions

Q&a questions for training workshops.

• Can you provide more examples or practice exercises to reinforce the concepts you just covered?
• Are there any additional resources or recommended readings for further learning on this topic?
• Can you explain the specific steps or strategies for applying what we’ve learned in a real-world context?
• How often is this training updated to reflect changes in industry standards or best practices?
• How can we track our progress and measure the effectiveness of this training?
• Are there opportunities for practical application or hands-on exercises to reinforce the learning?
• Can you discuss any potential challenges or common difficulties participants might encounter during the training?
• Can you provide insights into how this training aligns with current trends or innovations in the industry?
• How will successful completion of this training impact our professional development or career advancement?
• What kind of ongoing support or resources will be available to participants after completing the training?
• Can you explain the relevance of each module or section of the training to our specific roles or responsibilities?
• Can you discuss any case studies or success stories related to individuals who have completed this training?
• Can you outline the specific skills or competencies participants are expected to gain by the end of the training?

Creative Presentation Q&A Questions

Q&a questions for brainstorming presentations.

• How did you arrive at the ideas presented during the brainstorming session?
• Can you provide more context on the criteria used to evaluate and prioritize the proposed ideas?
• Are there specific goals or objectives that the brainstormed ideas aim to achieve?
• How do the ideas generated align with the overall vision or mission of the team or organization?
• Can you discuss any potential challenges or constraints that may impact the implementation of these ideas?
• What steps will be taken to further develop and refine the selected ideas from the brainstorming session?
• How will the team decide which ideas to prioritize or move forward with?
• What role do you see each team member playing in the implementation or development of these ideas?
• What steps will be taken to test or prototype the most promising ideas before full implementation?
• Are there any potential synergies or connections between the different ideas presented?
• Can you discuss the anticipated impact or outcomes of implementing these ideas on the team’s objectives?

Q&A Questions for Creative Work Showcase Presentations

• What inspired your creative concept or idea?
• Can you discuss your creative process and how you generated or developed your ideas?
• How did you overcome creative blocks or challenges during the project?
• Can you share any unexpected twists or turns that occurred during the creative process?
• What influenced your choice of colors, themes, or visual elements in your presentation?
• Can you discuss any alternative concepts or ideas that you considered before finalizing your creative work?
• How did you decide on the overall tone or mood of your creative piece?
• Can you discuss any specific techniques or tools you used to bring your creative vision to life?
• How do you balance originality with meeting the expectations or objectives of the project?
• Can you elaborate on the symbolism or deeper meaning behind certain elements in your creative work?
• How did you ensure your creative work aligns with the intended message or purpose of the project?
• Can you share any unexpected challenges you encountered while executing your creative ideas?
• What advice do you have for others looking to enhance their creativity or embark on similar projects?
• Can you discuss any future plans or developments related to your creative work?

Q&A Questions for Portfolio Presentations

• How did you curate or select the pieces included in your portfolio?
• Can you discuss the overarching themes or concepts that tie your portfolio together?
• What criteria did you use to determine which projects or works to include in your portfolio?
• Can you provide insights into your creative process for one of the featured projects?
• How do you believe your portfolio reflects your growth or evolution as a professional or artist?
• Can you discuss any challenges you encountered while working on specific projects in your portfolio?
• What inspired the overall design and layout of your portfolio presentation?
• Can you share any feedback or critiques you received during the creation of your portfolio?
• How do you handle showcasing both personal and professional work in your portfolio?
• How do you stay updated on current trends or techniques in your industry, and how does this influence your portfolio?
• Can you elaborate on any technologies or tools you used to create or present your portfolio?
• How do you handle showcasing a diverse range of skills or talents in your portfolio?
• How do you balance consistency with variety in the presentation of your portfolio pieces?
• Can you provide insights into the decision-making process behind the visual and aesthetic choices in your portfolio?

Subject-Based Presentation Q&A Questions

Q&a questions for history presentations.

• Why is it important for us to study this particular historical period or event?
• Can you provide more context on the social and cultural aspects of the time you discussed?
• Are there any alternative perspectives or interpretations of the historical event you presented?
• How did political or economic factors contribute to the events you covered in your presentation?
• Can you discuss the impact of this historical period on contemporary society or global affairs?
• How do historians generally view or interpret the significance of the events you discussed?
• Can you elaborate on any controversies related to the historical topic you presented?
• Can you discuss any parallels or connections between the historical events you covered and current events?
• Can you elaborate on any lesser-known or overlooked aspects of the historical topic?
• What were the main causes and consequences of the events discussed in this lesson?
• How did global events or other regions influence the events in this specific historical context?
• Can you share more details about the key figures or individuals involved in the historical events?
• Can you discuss any social movements or cultural shifts that occurred during this time?
• Were there any controversies or debates among historians regarding the interpretation of these events?
• What primary sources or historical documents can we explore to gain a deeper understanding of this time?
• What lessons or insights can we draw from the mistakes or successes of the past?

Q&A Questions for Geography Presentations

• Can you explain the significance of the geographical features discussed in this lesson?
• What are the cultural or societal aspects that make this geographic area unique?
• Can you discuss the environmental challenges or changes occurring in the region you shared?
• Are there any connections between the geography of a region and its cultural practices or traditions?
• How has human activity impacted the natural landscapes and ecosystems in the region?
• Can you provide insights into the economic factors shaping the geography of the area?
• How do political boundaries or geopolitical factors influence the geography of the region?
• Can you discuss any current or historical conflicts related to the geography you presented?
• Can you share examples of how globalization has impacted the geography you discussed?
• How does the geography of the area influence migration patterns and population distribution?
• Can you discuss any challenges or opportunities related to urbanization in the region?
• Can you provide examples of how transportation infrastructure shapes the geography of the region?
• How do the geographical features discussed impact the local economy and lifestyle?
• Can you discuss the role of sustainable development in shaping the geography of the region?
• How does the geography of a region impact the availability and distribution of resources?

Q&A Questions for Science Presentations

• How does this scientific theory or principle apply to real-world situations?
• Can you provide examples of experiments or demonstrations that illustrate the principles being taught?
• How do current advancements or research in technology influence our understanding of this science?
• Can you provide examples of how this scientific concept has been applied in various industries?
• Can you share insights into any ongoing or future research related to the subject of the lecture?
• Can you elaborate on any potential interdisciplinary connections between this science and other fields?
• How do you see the future developments or advancements shaping the field of science you discussed?
• Can you discuss any recent advancements or breakthroughs in the field related to your presentation?
• What experiments or studies have been conducted to support the information presented in your topic?
• Are there any unanswered questions or areas of uncertainty in the scientific understanding of this topic?
• Can you discuss the importance of peer review in the scientific process?

Q&A Questions for Social Science Presentations

• Can you provide some background information on the topic?
• Can you explain the significance of any statistical analyses or data presented in this studies?
• How might cultural or societal factors influence the interpretation of the findings?
• Are there any primary sources or case studies used in the lesson to illustrate these social science concepts?
• What are the alternative opinions or perspectives that one should consider for this topic?
• How can we critically evaluate bias in the research?
• What are the roles of globalization or international perspectives in this topic?
• Why is [a perspective/opinion] the case?
• What are the potential objections for [a perspective/opinion]?
• How does the topic of this lesson relate to broader social issues or current events?
• Are there any conflicting theories or perspectives within the field related to this lesson’s content?
• Can you explain the practical implications of the theories or concepts covered in this lesson?
• How do the concepts covered in this lesson contribute to a deeper understanding of human behavior or society?
• What are some potential criticisms or limitations of the theories presented in this lesson?

Q&A Questions for Art and Design Presentations

• How do different artistic techniques contribute to the overall aesthetic of the piece?
• Can you explain the cultural or historical influences behind the art or design style being taught?
• How can personal experiences or emotions be expressed through art and design?
• Can you provide examples of famous artists or designers who are known for this particular style or technique?
• How does the use of color, shape, and composition impact the visual impact of the artwork or design?
• Are there any contemporary or modern trends in art and design that relate to the topic of this lesson?
• How does the art or design being taught relate to broader movements or styles in the art world?
• How can art and design contribute to social or cultural change?

Fun Presentation Q&A Questions

Q&a questions for powerpoint night  presentations.

• Do you remember the time when we [shared a memorable adventure or experience]?
• What’s your favorite memory from our past travels together?
• If we were to plan a group vacation, what destination would you suggest for our bucket list?
• What’s one place you’ve always wanted to visit that we haven’t explored together yet?
• What’s the most spontaneous or unplanned adventure we’ve had?
• What’s our favorite inside joke?
• If we were to create a time capsule representing our friendship, what would you include in it?
• What’s the craziest or most unexpected thing we’ve ever done together?
• What’s your go-to travel snack or comfort food?
• What’s a shared goal or dream destination you’d like to achieve with the group?
• Can you recall the first time we met, and what was your initial impression of me?
• What’s a skill or talent of mine that surprised you when you first discovered it?
• If our group had a theme song, what do you think it should be and why?
• If we were characters in a movie, how would you describe our dynamic or roles?
• What’s a shared goal or aspiration that you think our group could work towards together?
• What’s your favorite thing about our friendship that you cherish the most?
• If we had a group motto or slogan, what do you think it should be?

Q&A Questions for PowerPoint Games

• What are the rules of the game?
• How long is the expected duration of the game?
• Are there any specific materials or equipment needed to play the game?
• Can you explain the objective or goal of the game?
• Are there any hidden surprises in the game that players might not immediately notice?
• Any secret tips for success in the game?
• Are there any special prizes or incentives for winners of tonight’s games?
• How is the game scored, and what determines the winner?
• What happens if there’s a tie in the game?
• Are there any variations or optional rules we should be aware of?
• Can you explain the order of play and how turns are determined?
• Are there penalties or consequences for certain actions during the game?
• Can participants form teams, or is the game strictly individual play?
• Are there any restrictions on player movement or interaction during the game?
• Can you provide examples of common strategies or tactics used in the game?
• How is cheating or rule violations handled in the game?
• Can you recommend any strategies for newcomers or first-time players?

Feedback Q&A Questions

• What specific aspects of the presentation do you think were most effective?
• Can you provide suggestions for improving the clarity of certain points in the presentation?
• How well do you think the presenter engaged with the audience during the presentation?
• Were there any areas where you felt the presentation could have been more engaging or interactive?
• Can you offer insights into the pacing of the presentation and whether it was appropriate?
• What are your thoughts on the visual elements, such as slides or graphics, used in the presentation?
• Were there any technical issues or challenges that affected your experience during the presentation?
• Can you provide feedback on the overall organization and structure of the presentation?
• Were there any moments in the presentation that you found particularly memorable or impactful?
• Did the presenter effectively convey the key messages or takeaways of the presentation?
• How well did the presenter connect with the audience’s level of understanding or familiarity with the topic?
• Can you discuss any specific examples or anecdotes that resonated with you during the presentation?
• Were there any instances where the presenter could have provided more context or background information?
• What are your thoughts on the presenter’s use of language, tone, and overall communication style?
• Can you suggest ways in which the presenter could improve audience engagement or participation?
• Were there any aspects of the presentation that you found confusing or difficult to follow?
• Can you share your overall impression of the presentation and whether it met your expectations?
• What recommendations do you have for the presenter to enhance the overall impact and effectiveness of future presentations?

Closing Thoughts

With more than 300 Q&A questions to help you with your preparation, you can save so much time thinking and anticipating the questions your audience may ask during the Q&A session of your presentation. Now, you can focus on what matters most – acing your presentation! 

BONUS: Lazy to create PowerPoint presentations from scratch? Try these  11 top-rated AI PowerPoint generators (they’re free!), as well as these  4 ways to use ChatGPT to create PowerPoint presentations . 

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How to answer questions after a research presentation

Researchers, let’s set the scene.

It’s conference time, and you’ve just presented a full 15 or 30-minutes of incredible science. As your time slot comes to its end, you might think  you’ve wrapped up your research presentation. But before you heave that sigh of relief and put down the laser pointer, there's still the inevitable to come:

Question time.  🙋✍️📊

Ah crud. What will be asked? How should you answer? 😰

Many of us find ourselves tongue-tied when confronting questions and even critiques from the audience. For many, the unpredictable nature of the experience can be intimidating. Nerve-wracking. Or just plain scary.

I’ve definitely been there, and you might have too!

It’s clear that understanding how to answer questions after a research presentation is a crucial skill that every researcher should feel encouraged to develop for their career. And trust me, it’ll be a handy skill outside of the job too.

So take out your conference notebook and let’s run through some key pointers to get you through that last stretch of your presentation. 👇

To prepare, or not to prepare?

That is the question. 🪶

Some might think that preparing for question time is a bit like trying to predict the weather—and where I’m from in Australia, this is really quite futile (like seriously, I’m experiencing 4 seasons in one day). But while you can’t anticipate every question, you might be able to prepare for some of the more likely  ones. 🤔

For instance, you can do this by:

Identifying gaps in your research

Consider any gaps and pitfalls you’ll be presenting during your talk. Perhaps you’re not 100% sure on that conclusion you made on Slide 25 which might raise eyebrows. Or perhaps there’s only so much you can show in 15-minutes, but the audience wants to see more data to verify if your claims hold true. If either of these situations sound like you, you can prepare back-up slides with supplementary information that fill the gaps . This’ll also give the audience the impression that you’re prepared for any inquiry! Let these slides be your saving grace when it comes to question time. 😉

Practicing your talk beforehand with different audiences

Sometimes we can get so caught up in the small details of our research that we find it difficult to see the bigger picture. So if you’re going to a conference with a non-expert audience, it would be beneficial to know what the non-experts could be asking. So try talking to some! Likewise, it’s also good to practice with experts (such as your lab group) to get their opinion on what questions you might face with other expert audiences. By knowing your audience , you’ll know what to do. 🙂

Predicting the weather and questions aside, let’s not underestimate the power of spontaneity. Because in some cases, over-preparation may come across as a little bit too scripted or robotic. After all, you wouldn’t want to miss out on learning the precious skill of adaptability!  In fact, you might just come up with the best answers if you try and listen  to your audience in the moment. 👇

Active listening and reiteration

When an audience member starts speaking, that’s your cue to start actively listening .

Give the audience member your undivided attention to ensure that you’re hearing and understanding exactly what they’re saying. Your body language  should also convey that you’re tuned in by nodding or maintaining eye contact. And once they’ve stated their full question, reiterate what you’ve understood of the question to confirm that you’ve processed it correctly. This also ensures that everyone in the room has a chance to hear the question clearly.

Reiteration allows you to clarify any uncertainties you may have. After all, question time isn’t an interrogation (let’s hope)—it’s an active conversation! Hence, active listening. 😉

Active listening is particularly crucial for answering those eager audience members who ask not only one, but MULTIPLE  questions at a time. Oh yeah, I’m talking about those eager professors who are always ready with their notepads. Reiterate their questions one at a time, and answer them one at a time. This is because our brains tend to be less effective at multi-tasking . Though if you can somehow conjure up an answer that addresses both questions at the same time, more power to you! 🪄

But in some cases, what the audience says make not even be framed as a question, but a different beast entirely. 👇

Navigating criticisms and comments

Imagine Professor Big-Shot sitting in the back row who’s one of the biggest authorities in your field. They’ve been glaring at your slides a furrowed brow all throughout your presentation, so it’s a no-brainer that they’ll likely ask you a question. Heck, they might just be the first with their hand up. 👋

But what they end up saying may sometimes be more of a critique , and less so of a question. 😕

“I don’t think that the data on Slide 17 is convincing enough.”

“The methods in your second aim might not be appropriate for your model.”

I can’t vouch for every critic out there, but any decent human being would (disclaimer: should  😬) only give these comments if they can provide constructive criticism . Like, actual useful advice.

Sometimes, those confronting comments can actually offer genuine advice that sets you on new paths in your research. So try to take any prickly comments with stride, render your ego invisible, and tune in as best you can. After all, we’re all professionals here.

Though, if that person’s criticism is, well, just plain criticism (BOOOO! 🤷🏻), then perhaps invite them for a conversation outside of the session so you can explain your research stance. Turn a critique into a potential cause for a productive exchange of ideas! 😇

Criticisms aside, what about dealing with questions where you’re not too sure on how to answer?

Answering the unanswerable

There’ll be times when you’re hit with some really  difficult questions. Difficult enough that you’ll just stand there and think to yourself: “How the HECK do I answer that?”.

Well, you’ve done the right thing by first thinking . It’s perfectly okay to take a moment to try and compose the answer rather than spit out complete nonsense. But if you still have no idea how to answer after a decent 5-second ponder, here’s two things you can do:

When you JUST DON’T KNOW the answer, say:

“That’s really interesting, but I’m actually not too sure. If you see me after the session, pass me your contact details and I’ll check this for you if you’d like.”

This will show the audience your acknowledgement of the question, while humbly recognising that you simply don’t know everything. At the same time, you’re also showing you’re eager to give them the answer they’re looking for. Plus it’s a networking opportunity!

And remember this:  it’s okay for even the most tenured researchers to not know everything . Because in all honesty, it’s better to admit to not knowing than saying something wrong, misleading, or untruthful. Though, there’s also the other side of the coin to consider.👇

When you think the question is interesting enough to connect into something else that’s related!

If you’re asked a tricky question, like:

”Have you considered developing a CRISPR genetic knockout of X gene, in a [different species you know absolutely nothing about], to compare the effects to your model organism?”

The quick answer here would probably just be “No”,  but you can still take interest in other aspects  of their question. For example, you could reply with:

“No I haven’t, but I’ve been interested in trying that out with [a different organism than the one they named].”

“No I haven’t, though I imagine I would need to redesign parts of my project in order to give that a try in [the organism they named]. It would be interesting.”

The bottom line is, there’s ways to get out of the pitfalls of unanswerable questions. But how about getting out of questions that are less-so unanswerable but more-so completely off-target? 👇

Addressing out-of-scope questions

Sometimes you’ll receive a question that goes far beyond the scope of your work, particularly if you’re working in the ‘basic sciences’ —where the objective of the scientific research is to understand , rather than to apply  into real-world outcomes. Medical scientists in early stage research projects are a common recipient of these questions, where they’re often asked whether they’re working towards ‘curing’ a disease. While it would be nice, not every early stage project is suited to curing deadly diseases.

So if the question is not within your research niche, you can repeat after me:

“That’s interesting, though that might fall outside the scope of my research project. With enough time I’d be interested to broaden out and explore that in the future. Thanks.”

The end? Yeah, the end. 😅

Recognising a question as off-topic or out-of-scope is an important part of actively listening to your audience. In many of these cases, audience members often misconstrue a part of your presentation, or are simply curious about interesting fact you mentioned during your introduction that you never ever mention again. These blunders happen all the time. But what’s important is that you, as the speaker, remain polite and respectful in the way that you answer, and that you thank them for their question.

So… is it finally time to get off the stage and go to the conference dinner already? 🥂

What have we learned?

Navigating the Q&A slot after a research presentation can often be a mental mind game, but you’ll save yourself a lot of energy by following these key pointers we’ve discussed:

Prepare for predictable questions, but leave some room for spontaneity.

Actively listen to your audience and reiterate things in your own words.

Take criticisms with stride, and view them as constructive advice where appropriate.

And recognise when questions stray off-topic, to gracefully end your presentation.

Taking further steps in your science communication journey

Presenting your research leverages many different skills. From public speaking and storytelling through to poster design and the art of conversation, there’s definitely a lot to consider. That’s why Animate Your Science provides SciComm training through our online or in-person workshops  where we train researchers across all of these skills and more!

Get in touch with us here  to find out how we can bring science communication training to you.

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Speaker 1: Giving a research presentation can be very scary, especially if you've never done it before. No matter whether it's your bachelor's, your master's or your PhD, here are the types of questions you're likely to be asked in different categories. And the first one is all about topic selection and overview. Now these sort of questions come up because it's a little bit lazy. It's like an easy start for the examiners or the referees or the academics that are asking you questions. These are sorts of questions such as, why did you choose this topic? Briefly explain what your research project is about. What is the scope of your research project? And importantly, what is the significance of your study? So these kind of questions just get the ball rolling. And what you're really expected to have here is just like a little summary, a little abstract in your mind, an elevator pitch, if you will, about your research. So it just has to follow a very simple structure. That is a little bit of background about why you're doing it, the methods you used, what you found, and the significance. If you can just hit those sort of like little points just in a single sentence for each one, that will be an easy kind of start to all of these sort of questions. I've included in these examples that I'll post down below in the description sort of example answers. That'll just get your brain thinking about how it can relate to your research. So this section is all about just making sure you're familiar with the overarching kind of story of your research. And these sort of questions are designed not only because they're easy for the people asking the questions, but also to warm you up to that first sort of stage of dialogue. Hopefully, it is nice and easy. You've got these answers. And one thing I always do with all of these answers is at the end of my presentation, I make sure that I have slides specifically relating to these categories so that I have supporting information for any question they're likely to ask me. The second sort of questions you're likely to be asked is all about literature reviews and frameworks. They want to have confidence that you know how your work fits in with the general field. So you should have an idea of what happened before you and why there is this research problem you're answering. Here are the sort of questions they can ask you. How does your work relate to the existing literature in the field? And what theories or frameworks did you base your research on? These questions are very important. And what you'll find is that different academics that are there asking you questions will have different biases towards different techniques. So one thing I like to do is have a look at the people that are on my panel and then just go, okay, well, this person's more likely to ask about this subject, so I'll understand how my research fits in with that. These people really like this framework or this methodology, so I'll make sure that I understand how my research fits with that. And that's just a really sort of like sneaky way of making sure that you can not only make it relevant, but also you're rubbing the egos of the people that are on your panel a little bit as well. The next category can seem like a little bit of a scattergun of ideas that get thrown at you while you're giving your presentation or you're in the questions and answer section. And it's essentially the research design methodology and variables section. And this sort of question can come from left of field. It can just be thrown at you and the sort of questions that you're asked are what are your research variables? What research methodology did you use? Why did you use that particular methodology? How did you ensure the study's validity and reliability? Why did you choose this particular sample or population for your study? Can you explain the data analysis process you used and what sort of data was implied for the research? So here, it's really important that you just have a little bit of a defense on why you chose certain things. It's important to have a slide, you know, tucked away at the end of your presentation that highlights the benefits, the pros and cons of different research methodologies showing that you chose the best one for what you wanted to achieve. Now unfortunately here, this is the section of the kind of discussion where you can end up feeling attacked because these people now are trying to find holes in your research. They're going to ask about why you did this and not that, why you chose this population and not this population. But it's also okay in this bit to be like, well, I think that this is the true way of doing it, the best way of doing it. And this is where you can sort of inject your own little bit of stubbornness and say, no, you know, with all due respect, this is the best way to do it because of X, Y, and Z. And if you've just gone over the pros and cons of each method for your research field, you'll be able to present that kind of like with a lot of certainty and a lot of confidence. And that's what they're really looking for is that you are confident with the method you chose and therefore that means the results you've gained. The next section is findings, contributions, limitations, and implications. This is an area where they want to find out what you think about the broader implications of your work. There are questions such as, what limitations did you encounter? What is the most surprising finding from your research? Can you discuss the main contributions? How do your findings impact the real world? What areas will you suggest for future research? And how would you relate your findings to the existing theories in the area or field? This is where you can let your imagination and that kind of marketing side of yourself really come out. I actually like these sorts of questions because you're able to sell them on a bigger idea. You know, if your research was to be extrapolated out for the next five to 10 years, what could happen? And that's what I really liked talking about about my research. My research was solar cells, so I was like, I would love to see everyone have a solar painted roof, because my PhD was solar paint. So I was like, you could paint roofs of cars, you could paint the bus stops, the wings of an aeroplane. Like that is where I was able to kind of like, you know, really sell the implications of my work. Don't worry about thinking too far in the future, but you do need to understand on the other side of the coin about the limitations of your work. So even though you've got this grand scheme, what is your research not telling you? My research, for example, didn't tell me about the longevity of the solar cells. It didn't tell me about the bulk production of the solar cells. So just being sure you understand where your research stops from the data you've got. So it's kind of a balancing act, right? Let's back that up again. First of all, you've got your data set and you need to understand where that data set stops. You can say the limitations of my study is this, but in the future, if all of those issues get solved and people keep on working on this, this is where this research could go. And that's where I really like kind of selling the big idea of why you're there. The last category of question you're likely to be asked is all about self-reflection and future work. This is where you can really take ownership of what went wrong and what you would do differently. Everyone knows in research, hindsight is 20-20. So the source of questions you can get asked are, what would you have done differently if you could start your project again? What are the future directions of your research? What did you learn from doing this research? And how has your view of research topic changed throughout the course of your project? Now, this is all about reflection and you don't have to worry about looking clever, I think, at this point. This is all about ensuring that you have kind of that self-reflective ability to look at what you've done and go, you know what? If I was to start all over again, I wouldn't do this line of work. I probably wouldn't touch on this, but I'd double down on this a little bit more. Maybe you'd sort of like even take your research in a different direction. And I think this is the sort of discussion that academics really like, because they can start plugging their own ideas in it. And also, sneakily, they're probably trying to get ideas for their own research. So, this is where you can have a really open and frank discussion about what went wrong, what went right. And to be honest with you, every research project, no matter how well it's planned, goes wrong in some aspect. And I think that these sort of questions are there to make sure that you understand that no research is perfect and you're able to reflect at the end and say, this was good, this was bad, and these are the things I would change. And so, don't be afraid about telling them the real sort of like nitty gritty bits of what you would do differently. I think that's probably where the most interesting insights from research come. So, there we have it. There are all of the different questions that you can get asked during your oral defense. I'll put a list of them in the comments below so that you can sort of like prepare your talk to have these slides after the final slide of your talk. I like to include sneaky little slides afterwards after my final slide so that I can quickly sort of like move to them. And I find that that often catches them off guard and it helps just give you confidence that you know what you're talking about because you go, oh yeah, no, I've actually got a slide on that. Click, click, click. As you can see, these are the pros and cons, blah, blah, blah. It really works. So, let me know in the comments what sorts of other questions you've been asked and the sorts of answers you've been asked to provide during your oral defense. I'd love to hear it. And also remember, there are more ways you can engage with me. The first way is to sign up to my newsletter. Head over to andrewstapleton.com.au forward slash newsletter. The link is in the description. And when you sign up, you'll get five emails over about two weeks. Everything from the tools I've used, the podcasts I've been on, how to write the perfect abstract, the perfect daily schedule, and more. It's exclusive content available for free. So, go sign up now. And also, head over to academiainsider.com. That's my new project where I've got my two eBooks, the Ultimate Academic Writing Toolkit, as well as the PhD Survival Guide. I've got a resource pack for people applying for PhDs and grad school as well. I've got a forum and a blog. It's all going on over there to make sure that academia works for you. All right then, I'll see you in the next video.

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• 10 Research Question Examples to Guide Your Research Project

10 Research Question Examples to Guide your Research Project

Published on October 30, 2022 by Shona McCombes . Revised on October 19, 2023.

The research question is one of the most important parts of your research paper , thesis or dissertation . It’s important to spend some time assessing and refining your question before you get started.

The exact form of your question will depend on a few things, such as the length of your project, the type of research you’re conducting, the topic , and the research problem . However, all research questions should be focused, specific, and relevant to a timely social or scholarly issue.

Once you’ve read our guide on how to write a research question , you can use these examples to craft your own.

Note that the design of your research question can depend on what method you are pursuing. Here are a few options for qualitative, quantitative, and statistical research questions.

Other interesting articles

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Methodology

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

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McCombes, S. (2023, October 19). 10 Research Question Examples to Guide your Research Project. Scribbr. Retrieved September 3, 2024, from https://www.scribbr.com/research-process/research-question-examples/

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Six conference questions every academic hears

Allan johnson on the misunderstood b-sides of conference presentations.

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Another academic conference season has come to an end. Vast mounds of dirty teacups have been washed up in hotel kitchens and miles of microphone cables have been wound up neatly. Rather like the opening scene in Grease , we will soon be returning to our institutional bolt-holes with a song in our hearts and a story to share about our summer adventures.

Much of what happens at conferences is scripted by the rituals, routines and customs that contribute to the curious pleasures of academic life. But are all these rituals productive? For all the work (in many cases a year or more of toil) that goes into a 15-minute conference talk, it is surprising how little regard many academics give to the process of giving and receiving questions – the underestimated and misunderstood B-side of conference presentations.

Cary Cooper, distinguished professor of organisational psychology and health at Lancaster University , maintains that “Q&As after a talk at conferences are definitely a rite of academic passage, with in some cases heavy psychological undertones”. While there is no doubt that challenging, provocative and engaged questions are the lifeblood of serious scholarly discourse, some are more peculiar. Here are a few you might have fielded this summer.

The Courtesy Question

If there was silence when the floor was opened for questions, it most likely didn’t last long. It seems that there is always someone in the room who is willing to break the silence with a meagre question on methodology or the future development of your work. This might be the moderator, helping to get the discussion moving, or it might be a kind soul who had themselves been faced with a similarly silent room. Although well intentioned, the Courtesy Question is flimsy at the best of times and asked merely as a kindness to the presenter. Thank you, and moving on…

The Tell-Us-What-You-Want Question

This is the question that you were probably thrilled to receive. The Tell-Us-What-You-Want Question – a close cousin of the Courtesy Question – is so broad that you could have said whatever you wanted in reply. Perhaps it gave you the perfect opportunity to recite the parts of your paper that you hadn’t managed to reach when the moderator called time.

The Talk-To-Me-Personally Question

An audience member may have used one of several well-worn phrases to signal their move into a Talk-To-Me-Personally Question, such as “I wrote an article in 1989 that claimed…” or “It’s not related to your research, but I wanted to ask you about…” Faced with a question such as this, you had little choice but to ignore the rest of the room and begin a lopsided debate with one other person. The Talk-To-Me-Personally Question aims to move a broadly relevant topic into a domain so personal and idiosyncratic that it is only really relevant to the person who posed it.

The Wandering Statement

Not strictly speaking a question, the Wandering Statement is an all-too-common feature of the conference Q&A. You might recall an audience member who seized the opportunity to deliver a brief speech of their own, one that may or may not have been explicitly connected to the topic of your paper, or indeed a field even addressed at the conference. Once they had finished, no doubt you wondered whether you should open the floor to questions for them.

The Obstinate Question

While the Obstinate Question might have briefly shown a flicker of formative commentary on your research, it quickly progressed into a public display of tetchiness. There would certainly have been nothing wrong if someone had raised substantial concerns about your research or methodology, but the unique feature of the Obstinate Question is that by revealing the audience member’s irascibility, it also reveals the fact that they stopped listening after you introduced your topic.

The Display of Superior Knowledge

By far the most unbearable of all audience responses, the Display of Superior Knowledge is a technique whereby an audience member reminds you that: 1) they know more about your research than you do; 2) your research methodology falls far short of the rigorous processes they would adopt were they conducting your research; and 3) not only have they gained nothing from your paper but they also feel mildly assaulted by it. In order to disguise the fact that (1) is probably not entirely true, they drive home (3) even harder.

The fundamental problem with these types of question – which we have surely all witnessed or received more than once – is that they are questioner-centric. They create a stultifying exchange between two people sitting in a room of 10, 20 or more, during which an audience member ultimately reveals more about their own inner world than the topic at hand.

For a profession established around incisive communication and challenging enquiry, it is perhaps surprising that these inexplicable, enraged or rambling questions form such a visible component of our professional contact. Susan Bassnett, professor of comparative literature at the University of Warwick , confesses: “I often think there is a tribe of people who go to conferences and ask stupid questions just for the thrill of hearing their own voices and for a fraction of time drawing attention to themselves.”

If we take the objectives of Q&As to be the development of engaged discussion on a specialist topic and the professional appraisal of completed research, then the questions academics ask too often miss the mark.

Tim Birkhead, professor of behavioural ecology at the University of Sheffield , suggests that “conference presentations and conference questions can be explained in terms of sexual selection. That is, people (generally men) go to conferences to display their quality as scientists; those who ask questions (or many of them at least) do so to demonstrate their quality. Big conferences in particular attract this kind of competitive behaviour.”

What begins as an opportunity for the invaluable dialogue that advanced research requires frequently devolves into isolationist displays of distance, indifference and disdain.

This is not to say that cuddly questions are any better: the Tell-Us-What-You-Want Question silences scholarly dialogue just as quickly as the Display of Superior Knowledge. It may be pleasurable responding to questions that allude to our brilliance and just how cutting-edge our research may be, but they similarly kill thoughtful discussion and evaluation, and create, once again, a one-sided commentary that ignores the context of the conference setting.

Imagine, if you will, the following scene. Three world-leading experts in an unusual topic – indeed, perhaps the only experts in this field – sit around a large table with microphones while a radio journalist reads her lead-in and a production assistant, behind glass, monitors the sound levels. The journalist knows that she has 15 minutes to open up these experts’ ideas, to challenge them, to pair and then fragment their individual positions, and to lead them in directions that will reveal fresh insights.

She is lucky to have booked such eminent guests and the last thing on her mind is talking about herself. She knows that her questions will be provocative and might cause irritation, but she is confident that in 15 minutes’ time the sum of the parts will have turned out to be more valuable than any one view on the topic.

Broadcast media can provide a valuable model of speaker-centred questioning, a style that seeks to open up rather than close down and which aims to be productive rather than numbingly self-serving. While a journalist’s questions might be designed in such a way to lead subjects towards a projected response or to challenge a particular position or fact, their mode of questioning recognises the subject’s inherent value as a figure implicated in the enquiry itself. They understand that their subject has a viewpoint to share and recognise that with questions that reveal the speaker’s objectives rather than their own, they might be able to move towards a richer understanding of what that viewpoint may be.

But, of course, the goals of the conference Q&A are different from those of a media interview, so this style of questioning must be carefully adapted to the academic context rather than slavishly followed. Francis O’Gorman, professor of Victorian literature at the University of Leeds , believes that when academics turn to the model of broadcast journalism it can have “deleterious effects…on academic questioning”. O’Gorman argues that “we need to regain a sense of intellectual rigour more generally in the profession and we should consider conferences more ambitiously as places of intellectual debate that start with a high level of knowledge”.

Academic questioning must certainly commence from a position of knowledgeable critique: done properly, the conference Q&A is a valuable opportunity to rigorously evaluate research and open up fruitful dialogue. Let’s hope that when next year’s conference season is upon us, we remember that the Wandering Statement and the Talk-To-Me-Personally Question reveal far more about us than they ever will about the latest research in our field.

Answering back: how great and good survive the Q&A

Cary Cooper, distinguished professor of organisational psychology and health at Lancaster University “The question that appears at every conference I have been to is the Let-Me-Show-You-How-Clever-I-Am Question. An extreme one happened to me. I went to an international conference, gave my talk and the Q&A followed, then a questioner began a diatribe that lasted at least 20 minutes: in fact, it was a mini-lecture. At first I thought I heard a question begin to emerge, but it disappeared – after that the ‘lecture’ was in full flow. The chair was a very nice person and the conference was in a country where it would be rude to stop someone talking, so the speaker continued until the audience starting leaving the room. Luckily, his Q&A mini-lecture extended into lunchtime, so finally the chair rose to stop him by thanking him and saying it was halfway through lunch, to much relief. As the chair slumped back in his chair there was rapturous applause, not for me, but for him stopping the questioner!”

Tim Birkhead, professor of behavioural ecology at the University of Sheffield “Big conferences in particular attract competitive behaviour. Young researchers should go to conferences with this in mind – and be well prepared if they are giving a presentation. Indeed, learning how to handle questions – especially nasty or difficult ones – is an essential part of graduate training.

“For the show-off speaker, big conferences are best because their showing-off reaches more people. The reason I prefer smaller conferences is precisely because there is less posturing and strutting about, so as a consequence they tend to be more friendly, more productive and more likely to result in collaborations.”

Susan Bassnett, professor of comparative literature at the University of Warwick “The after-lunch slot at a conference is never promising, and on one occasion I was lecturing in a smallish room when a man in the front row not only fell asleep but also snored like a pig. The snoring was so loud that people at the back began to crane their necks to see where it was coming from, and the chair was mortally embarrassed. But sleepyhead was sitting in splendid isolation and nobody could have reached him without getting out of their seat and walking across the room, which would have drawn even more attention to him.

“As the snoring continued I found myself fighting to control my laughter, so much so that my voice started to shake and I thought that any moment I would collapse and make an idiot of myself. I managed to finish, and there was a big round of applause (probably also occasioned by relief), which woke the man up. The chair then called for questions and the man’s hand shot up straight away. The chair, exerting a bit of petty revenge, ignored him completely and managed to continue ignoring him until time ran out. Nobody afterwards had a clue who he was so I never did find out what he might have asked me, given that he hadn’t heard anything I’d said.

“I have had aggressive questions, idiotic questions, sycophantic questions and (frequently) incomprehensible questions, all of which I have tried to field with diplomacy and humour. If I can’t understand what is being said, I use a formula such as: ‘If I understand you correctly, I think you are suggesting…’; or: ‘Let me endeavour to unravel this question…’, and then I just say something related to what I have been talking about, which always seems to satisfy the questioner.”

Gary Thomas, professor in the School of Education, University of Birmingham “The inevitable ‘We have time for one more quick question’ translates to: ‘I know this has been stultifyingly dull and everyone wants to get out for coffee, but to help create the illusion that the session has been a roaring success, can someone who would like to get their voice heard please think of something vaguely relevant to ask?’.”

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75 Questions to Ask Guest Speakers During a Virtual Event

Written by Molly Hocutt

Increase attendance with these virtual event email templates.

Whether you’re hosting or attending, a virtual event is a fantastic opportunity to engage with an expert and learn about their experience and insight. For hosts, it’s also a great chance to promote speaking and presenting skills.

To make the most of your event and position your organization in the best possible light, you need to carry out careful research and develop a body of thoughtful questions.

So what are some good questions to ask a guest speaker for an entertaining, enlightening discussion? In this article, we’ll cover the best questions to ask presenters, including topics to avoid and tips to ensure a successful virtual event?

6 Email Templates for Successful Virtual Events

Access these 6 email templates to drive attendance to your virtual events.

Best questions to ask a presenter at a virtual event

Here are five of the best questions to ask guest speakers at your next online event:

• What’s the best feedback you’ve ever received at work?
• Do you foresee (trending technology) influencing your field in the near future?
• What does great leadership look like?
• What early setbacks later gave you an advantage?
• What one piece of advice would you have given yourself 10 years ago?

Below, we’ll explore top ice breakers, deep dives, follow-ups, and closing questions.

15 ice breaker questions to get a guest speaker talking

You’ll want your guest speaker relaxed and forthcoming, which is why good ice breaker questions can be so important to set the tone of your webinar presentation .

One good way to put your guest at ease is to find some common ground. This could be a light chat about where you’re from or where you’ve lived. It could also be a story about your family, or it might be a shared interest or hobby.

Getting your guest talking about something lighthearted and personal can be a great springboard for further conversation. But the real value here is in getting you, your guest speaker, and the audience settled in and engaged.

So be expressive when showing your interest, and responsive to what your guest says. Remember, no matter how many people are viewing, you are your guest's most important audience member.

Note: these questions will give you some great ideas. But you’ll want to adapt many of them to your guest’s experience, which we discuss further below.

• Who are your role models?
• When was the last time you were surprised or shocked?
• Tell us something no one in our audience knows about you.
• What song or album did you listen to most last year?
• What superstitions do you have?
• What movie have you seen the most times?
• What three superpowers would you choose to have?
• Who would you invite to your ideal dinner party?
• Who’s someone in your profession you really admire?
• What qualities do you most admire in others?
• If you could go anywhere in the world right now, where would it be?
• What period in time would you love to have experienced first-hand?
• What would be the title of your memoir?
• What’s the number one thing that inspires you?

30 deep-dive questions to get value from your guest speaker

Once you’ve got the ball rolling with a few icebreakers or areas of common ground, you can start probing more deeply into your guest’s experience.

If you can, find a surprising or curious fact about their work or past , such as an early success or hurdle. See if you can home in on this to glean something substantial and unique from your conversation.

On their career and industry

• What are the biggest decisions you’ve made over the last year?
• How has your role changed in the last 12 months?
• How do you see the industry evolving over the next five years?
• Do you foresee [trending technology] influencing your field in the near future?
• What’s your secret to dealing with disappointment?
• What’s the most important thing for you to concentrate on in the months ahead?
• What are the biggest misconceptions about your work?
• What would you say makes you different from others in your field?
• How do you stay competitive in your field?
• What makes your job exciting?
• What are the biggest opportunities in the industry out there at the moment?
• What’s the biggest change you’ve seen in the last year in your industry?
• What’s the best decision you’ve ever made in a professional context?
• What’s a piece of advice you wish you’d heard at the beginning of your career?
• What could candidates do to stand out in your field today?

On leadership

• Can anyone be a leader?
• In your experience, what’s the most effective leadership style?
• What’s the biggest leadership lesson you’ve learned?
• What challenges do leaders face when working together?
• What’s the single most important quality a leader can have?
• What would make you a better leader?
• How important are mentors in developing better leaders?
• How have you improved your emotional intelligence as a leader?
• How do you resolve conflict within a team?
• How do you bring about change?
• How can you get a team to come up with unique solutions?
• How do you develop a strong culture within a team?
• How do you get teams to collaborate effectively when working remotely?
• How do you take steps to improve your leadership skills?

20 follow-up questions to dig deeper

The best follow-up questions help the conversation flow naturally while bringing further insight for the audience. Ask questions like the ones below to keep the conversation going.

• How did you use your experience to influence your decision-making?
• What other factors made a difference in your choices?
• What strategies have had the biggest impact on your success?
• How well have you maintained a positive work-life balance throughout it all?
• Would you make the same decisions again?
• Can you explain your strategy for making informed decisions?
• How do you get stakeholders on board with your decisions and initiatives?
• What’s the one thing you’ve learned from your experience?
• What could have made a difference to how things worked out?
• What’s the most important skill you’ve developed?
• How much has luck played a part in your success?
• How much do your emotions play a role in your choices?
• Has [current trend] made a difference in how you approach this topic?
• How do you stay informed about industry trends?
• What’s one thing you’d change about your field or industry?
• When did you first realize you’d chosen the right career path?
• Can you recommend resources for someone who wants to get started in your field?
• What kind of timeline can someone expect to advance in your field
• What mistakes did you make then that you wouldn’t make now?

But a great way to get even more value out of your discussion is to involve the audience. One way you can do this is with question upvotes .

With Livestorm you can invite audience members to add their own questions to the Questions Tab. Encourage attendees to upvote their preferred questions. Then, ask your guest whichever ones receive the most upvotes.

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10 fun questions to end your virtual event

What are good questions to ask a presenter after a presentation? A few fun questions can be useful to end your talk on a fun, lighthearted note. You could also use a short video, gif, or image to wrap up the event on a positive note.

• What three things would go in your room 101?
• What’s your best tip for balancing work and life?
• Which app would you most miss on a desert island?
• What’s the best book on [event topic] you’ve read recently?
• Why do you love what you do?
• What’s the best way for someone to get started in your field?
• What’s the strangest question someone’s asked you in an interview?
• What’s your perfect evening after a busy week?
• What’s a motto you live by?

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What makes a good question to ask a guest speaker at a virtual event?

The better you know your guest, the better you’ll craft original, relevant questions that will give real value to your viewing audience.

Even with limited knowledge of your guest’s background or expertise, you can still get your guest talking at length with open questions that consider their struggles, skills, and hopes.

Many of our most meaningful concerns are in fact universal issues. **Use your own experiences to help you formulate thoughtful questions., **

Whenever possible put yourself in your guest’s shoes to consider what obstacles they’ve faced. You may find that you’ve come up against similar challenges yourself.

During your webinar and as your discussion progresses, listen carefully and respond naturally to what they’ve said. Of course, remaining natural and spontaneous isn’t always easy when you have an audience, but with a prepared list of questions, you’ll have lots of good ideas to draw from.

Use this simple checklist to make sure you ask great guest speaker questions:

• Raise questions that relate directly to the speaker’s presentation
• Personalize questions by putting yourself in the speaker’s shoes
• Invite the audience to ask questions from their own perspective
• Respond naturally with follow-up questions
• Avoid yes or no questions and provide open-ended prompts instead

Align guest speaker questions with the presenter’s expertise

Having a long list of fantastic questions is vital to hosting a successful conversation with your guest speaker during your marketing event . But even more important is doing background preparation that allows you to best tap into their concerns, passions, and challenges.

Before the event, take time to:

• Read what your guest has written
• Listen to what they’ve said
• Study what they’ve accomplished

Their LinkedIn profile will be a great place to start to find links to published work and interviews. Alternatively, you can simply send them a friendly email and ask them to point you in the right direction.

With a strong understanding of your guest’s professional journey, you’ll be in a good position to guide the conversation through the most interesting and relevant areas of discussion.

How to modify questions for guest speakers

Now that you have a strong body of questions to work with, you can use your interview research to really get the most out of them. Let’s look at some examples of how you can adapt questions to a specific guest.

For our example adapted questions, we’ll imagine the guest speaker is Jenny Stewart, an edtech CEO who’s founded and grown a website providing online lesson resources for teachers.

What to avoid when questioning your guest speaker for a virtual event

There are no concrete rules on what not to do or ask during a virtual event. However, it’s usually best to avoid religion and politics. It’s also a good idea to tread carefully when it comes to potentially personal or sensitive subjects.

To be sure you’re on safe ground, consider connecting with your guest before the event starts. Ask if they prefer to avoid any areas of discussion.

During the event, don’t feel you have to urgently fill any pauses with your own thoughts or further questions. Instead, give your speaker the chance to think and reflect before giving you a response.

Also, don’t forget that the success of any virtual event depends on engaging your audience . While your speaker’s presentation will likely do a great job of that, you can also encourage audience participation wherever possible.

Question upvotes and multimedia shares are both great ways to encourage video engagement . With Livestorm you can also create polls to get the audience talking and see how much they agree or disagree with your guest on a particular subject.

Livestorm also supports reaction emojis during live events. Ask attendees to use them to express their support for or thoughts about webinar topics in real time.

Engage your guest and your audience

Your goal with a guest speaker should be a relevant, engaging, and unique conversation. So the importance of careful guest research and interview preparation can’t be overstated.

Where possible, explore their professional history and see if you have any shared experiences you could touch on. You might uncover a surprising fact or opinion that serves as the starting point for your entire discussion.

To make the event more memorable for your audience, involve them in the Q&A process. Livestorm’s question upvotes, polls, and emoji reactions make it easy to involve attendees.

With thorough research, great questions, and audience participation you can host a successful, engaging virtual event.

Frequently asked questions about guest speakers for virtual events

What questions should i ask a guest speaker.

Ask your guest speaker open questions about their career choices, the hurdles they overcame, and their plans for the future. You can also ask fun questions as icebreakers or to break up the conversation. Always listen carefully to your guest speaker, and ask follow-up questions that delve deeper into subjects they’ve raised.

What are good questions to ask a speaker?

Craft questions that directly relate to the speaker’s experience and topic of discussion. Invite the audience to suggest questions so they can engage directly with the presenter.

Avoid asking questions the presenter can answer with one word. Instead, raise open-ended questions that allow for deeper discussion.

How many questions should you ask a speaker?

Ask enough questions to fill the allotted discussion time. Depending on the length of the presentation and the amount of extra time, anywhere from five to 10 questions may be appropriate.

What are good questions to ask a successful person?

Most successful people have had to work hard and negotiate struggles or failure, so ask them questions about those challenges, what key moments made a difference to their fortunes, and what advice they’d give to their younger selves.

How do I find a guest speaker for my virtual event?

Build a network of contacts through work, forums, and social media – especially LinkedIn, where many professionals are also looking to grow their contacts and find partnership marketing opportunities.

When you identify a subject you’d like to discuss, search out specialists within those networks, and consider podcast hosts, influencers, and friends of friends. The best guests are experienced speakers, so also work out your budget and schedules before making contact with a potential guest.

Drive attendance

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About the author

Molly Hocutt - Content Manager

Molly joined Livestorm in 2019 as a Content Manager and manages written content production. Her work focuses on lead generation and organic website traffic.

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Questions to Ask Presenters

I. introduction.

Asking questions during presentations and panel discussions is crucial to getting the most out of these events. By asking the right questions, you can gain a deeper understanding of the subject matter and the speaker's expertise, challenge assumptions, and make meaningful connections with other attendees. This article is designed to provide you with a comprehensive guide to the types of questions you should be asking presenters and panelists, whether you are attending a virtual event or an in-person panel discussion.

Throughout this article, we will provide you with a list of great questions to ask, suggestions for creating your own questions, and tips for asking good questions that can help you stand out and make a lasting impression. We will cover a variety of topics, including the importance of follow-up questions, leveraging social media and apps, common misconceptions, and creating your own list of questions.

So whether you are attending a keynote speech, panel discussion, webinar , or podcast, this article will help you prepare for and make the most out of your next event. Let's start by exploring how to prepare for the presentation or panel discussion.

II. Preparing for the Presentation or Panel Discussion

Before attending a presentation or panel discussion, it is important to prepare yourself by researching the presenter or panelists and the subject matter. This will help you come up with questions that are relevant and insightful.

To prepare, you should start by researching the speaker or panelists on LinkedIn, their company website, or other social media platforms. Look for any articles, blogs, or videos that they have published, and get a sense of their background and expertise.

Next, consider the subject matter that will be discussed during the presentation or panel discussion. Do some background reading or research to familiarize yourself with the topic and any relevant industry trends or challenges.

Once you have done your research, create a list of questions that you would like to ask the presenter or panelists. Think about what you want to learn from the presentation or discussion, and what insights you hope to gain.

When considering the format of the event, whether it is virtual or in-person , think about how you can leverage social media and other apps to connect with the speakers and moderators. Follow the event hashtag on Twitter or LinkedIn, and engage with other attendees who are discussing the event. Use apps like LinkedIn or conference apps to connect with speakers or other attendees and continue the conversation after the event has ended.

By doing your research and creating a list of questions, you will be better equipped to engage with the presenters or panelists during the event. In the next section, we will explore the types of questions you should be asking presenters.

III. Questions to Ask Presenters

Asking good questions during a presentation can help you get a better understanding of the subject matter and the speaker's expertise. Here are some open-ended questions to consider:

• What inspired you to pursue this field, and how did you get started?
• What do you consider to be the biggest challenge facing your industry today?
• Can you share an example of a successful project you worked on, and what made it successful?
• How do you stay up to date with industry trends and developments?
• What are some common misconceptions about your industry or field?

In addition to asking open-ended questions , it is important to listen closely to the presenter's responses and ask follow-up questions that can help you clarify any points made during the presentation. For example, if the presenter mentions a specific tool or technique, you can ask how it works or how it has been used in real-world applications.

To create your own questions, think about your interests and goals , and how they relate to the subject matter being presented. Consider how the presenter's expertise can help you in your own work or career, and tailor your questions accordingly.

When asking questions during a presentation, it is important to be concise and respectful of the presenter's time. Make sure your questions are relevant to the topic at hand, and avoid asking questions that are too broad or vague. By asking good questions, you can stand out from the audience and make a lasting impression on the presenter.

In the next section, we will explore the types of questions you should be asking panelists during a panel discussion.

IV. Questions to Ask Panelists

Panel discussions offer a unique opportunity to hear from multiple perspectives on a particular topic. Here are some tips on how to prepare for a panel discussion and the types of questions to ask:

A. Preparing for a Panel Discussion

Before attending a panel discussion, research the panelists and the topics they will be discussing. Take notes on their backgrounds and areas of expertise, and consider how their perspectives may differ from your own. This can help you formulate questions that will be relevant and thought-provoking.

B. Questions for a Panel Discussion

Some questions that are relevant for a panel discussion include:

• What are your thoughts on the biggest challenge facing the industry or field today?
• How do you think technology is impacting the industry, and what opportunities and challenges does this present?
• Can you share an example of a successful collaboration or partnership within the industry, and what made it successful?
• How do you see the industry evolving in the next 5-10 years, and what trends do you think will drive this evolution?
• How do you balance competing priorities and demands within the industry, such as innovation versus risk management?

C. Follow-up Questions for a Panel Discussion

Follow-up questions can help you delve deeper into a particular topic or challenge a panelist's position. For example, if a panelist mentions a particular strategy or approach, you can ask how it has been used in practice, and what results have been achieved.

D. Creating Your Own Questions

Creating your own questions for a panel discussion can help you tailor your experience to your own interests and goals. Consider what questions you would like to ask each panelist based on their areas of expertise, and how their responses can help you in your own work or career.

By asking thoughtful and relevant questions during a panel discussion, you can gain valuable insights and perspectives, and demonstrate your engagement and interest in the topic.

V. Conclusion

In summary, asking questions during presentations, webinars , and panel discussions is an essential part of the learning and networking experience. By researching the subject matter, creating a list of questions, and following up with additional questions, you can gain valuable insights, deepen your understanding, and create a lasting impression.

Remember, the quality of your questions can impact the quality of the information and networking opportunities you receive. Asking open-ended and thought-provoking questions can help you stand out and create meaningful connections with the presenters and panelists.

So, start asking the right questions today! Whether you're attending a virtual event or an in-person panel discussion, take advantage of the opportunity to connect with subject matter experts, role models, and decision-makers in your field. With a little preparation and creativity, you can create a lasting impression and take away valuable insights and key takeaways from any event.

Open Doors is a LIVE marketing community on Welcome, where you can have REAL conversations with peers and experts.

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Guide for Handling Questions after a Presentation

October 19, 2017 - Dom Barnard

The questions at the end of a presentation can be terrifying for many speakers as they can’t be controlled and are hard to prepare for. However, questions form an important part of the presentation for the whole audience as they allow for clarification and consolidation of learning.

The presenter can enhance the usefulness of the question and answer session by treating it as a formal part of the presentation that requires as much careful planning and control as the delivery of the core material.

Identify possible questions and scope in your preparation

The background work that you undertook whilst planning your presentation is the key to handling questions effectively and understanding what  type of audience  you’ll be faced with. If you have defined a focus for your presentation and have explored this thoroughly in your research and planning, you are more likely to be able to confidently respond to questions.

When planning your presentation, you will need to prepare prompts for questions that are open and straightforward, for example saying “That’s the end of my presentation. I’ll be taking questions for the next 10 minutes”.

You might also want to define topics for discussion before taking questions, by stating the areas you’re willing to field questions in. Your preparation will help you identify topics you are not confident with and want to avoid in the questioning.

Set some rules for asking questions

At the start of your presentation, make it clear when you would prefer to deal with questions – as you go along or at the end of the presentation.

Some speakers prefer questions to be raised as they arise during the presentation. The advantage of this approach is that any misunderstandings can be dealt with immediately. However, there is also a danger that the question will disrupt or distract the speaker, or that questions are raised that would have been covered later in the presentation.

If you leave questions until the end, plan to leave plenty of time for questions so that the audience doesn’t feel rushed.

Framework for responding to questions

Answering questions under pressure can make you say things you shouldn’t have – the nerves can force you to give an inappropriate response. In your panic you might have misinterpreted the question or given away company information that was sensitive. Use the following framework to help you respond effectively to your audience.

Practice answering AI-generated questions on your speech or presentation with  VirtualSpeech .

1. Listen to the whole question

You don’t have to answer a question immediately. Pause for a few seconds,  actively listen  to all parts of the question and think about the best way to answer.

Frequently questions can change direction at the last moment, particularly if the questioner is thinking on their feet. This can throw you if you have already started to prepare an answer. Remember that questioners will frequently try to make a point whilst asking their question – it’s therefore important to both hear the content of the question and try to decipher the questioner’s intention.

2. Understand the context

If you are worried that you haven’t understood a question, ask them to clarify what they mean. Check for confirmation by paraphrasing the question back to the questioner – “You want me to list the improvements of X?”.

3. Involve the whole audience

It is important to remember that even though you are taking a question from one member of the audience, you are still responsible for the interest of the other audience members. This is particularly important in large groups as the audience will become bored if the presentation descends into a series of one-to-one discussions.

To involve the rest of the audience, make sure the whole audience has heard and understood the question by repeating it or paraphrasing it to the audience.

4. Respond concisely

When you reply to a question, direct your answer to both the questioner and other members of the audience. Try to keep your responses as focused as possible, leaving space for other questions. To avoid going into too much detail, check back with the questioner to see if you have answered their query – “Does that answer your question in enough detail?”.

We’ll cover different ways to respond in a later section.

5. Allow follow-up questions via email

You can also encourage your audience to ask questions after the event has finished by providing your email address. This shows a high level of respect for your audience and implies that the topic still has much further scope for enquiry.

Two good resources for handling questions

• What’s the art of answering a tricky question?
• Dodging the Question

Practice Answering Questions

Practice answering questions after your presentation using a 4 step process. Learn More

Options for answering the question

There are five possible choices depending on how well you understand and can answer the question. It’s okay to say that you don’t know the answer to something. This can add to your credibility instead of trying to waffle through an answer you don’t really know.

If you have a good answer for the question from the audience, go ahead and answer it in a short and clear message.

Ask a question back the audience member, such as “Can you clarify what you mean by that”. You can also attack the question if it is not related to the issue, factually inaccurate, personal or based on false assumptions. Be careful with this method.

Ask the question back to the audience or pass it to another panel member if possible. If suitable, another technique is to imply the question has been asked already, with you stating you don’t want to cover old ground.

Tell the audience member you will talk to them after the event. This gives you more time to think of a good answer and there is less pressure to give a perfect answer.

Or mention that that point is coming up in a slide.

This involves answering the question but changing the subject. You can also give a partial answer or give a negative answer, saying that something else will happen instead.

Avoid answering questions that fall outside of the remit of your talk: “I’m afraid that really falls outside of my objectives for today’s presentation. Perhaps we can resume discussion of that particular point later?”

Diagram Explained : Once you receive a question, you’ll have a few moments to think about it and reframe it in a way that makes sense to you. This will give you five choices on how to react – you can answer, reflect, deflect, defer or change the scope of the question. Once you’ve answered concisely, you can then follow up to check if the person asking the question is satisfied and then continue with the presentation.

Strategies to use when struggling to answer

Here are some strategies to use when you are struggling to answer the question posed to you. For more information, read this article on  Dodging the Question .

• Acknowledge the question without answering it – “That’s a good question, let’s consider the impact by looking at…”
• The question fails to tackle the important issue.
• The question is based on a false assumption.
• The question is factually inaccurate.
• The question is too personal or objectionable.
• Decline to answer. Refuse to answer on the basis that it is not your area of responsibility or it is sensitive company information – “You will have to ask [name] because I wasn’t involved in that particular project.”
• Partial answer
• Start to answer but change the subject
• Negative answer. You state what won’t happen instead of what will happen
• Answer a similar question
• State or imply the question has already been answered – “We’ve already covered that topic”

Things to avoid

When handling questions and answers, you will still need to be as professional as you have been for the main delivery of your presentation. There are some common dangers to avoid.

Answering the question you wished you’d been asked

A common trick played by politicians, this strategy ignores the precise nature of the question and uses a predetermined answer to the broad topic area. If handled poorly, this technique is very obvious to the audience and frustrating to the questioner.

Giving a lengthy response

This is the process whereby you make a lengthy response, including all the information you’d left out in planning the main presentation. Your unplanned response will be unstructured and rambling, so keep things focused and brief. If you find yourself rambling, ask them to talk to you after.

Passing the blame

Passing the blame to others comes across as weak and evasive. If an idea from the audience is a good one, acknowledge its value. If it isn’t, make a polite rebuttal and move on.

Defensive answers

Occasionally, questions can really put you on the spot, but it is important to remain calm and in control. An aggressive or defensive reply will be seen as weakness on your part and will spoil the effect of an otherwise successful presentation.

Handling difficult questions

It is important not to start responding to a difficult question before you have thought about the answer. Repeating the question and asking for clarification will help create some space for your thoughts.

Sometimes you will need to think about a question for a moment before responding. You may be able to buy a little bit of thinking time to help focus your response. Useful strategies include searching for an appropriate visual aid to help focus your response or simply pausing for a moment or two to think. For even more time, suggest that you’ll come back to the topic later (but don’t forget to do this).

7 myths when answering tough questions during presentations

Sometimes questions are too difficult to answer. Don’t worry about admitting that you don’t know something or haven’t considered an alternative approach. An enthusiastic “That’s an interesting idea, I’d not thought of that” is much more positive than a mumbled “I don’t know ”. Remember that a presentation is a two-way process and it is important to show that you are learning from your audience as well.

Finally, you can come across a questioner who disagrees strongly with your argument. Although this can feel very awkward, remember that you are still responsible for the whole audience and that you cannot allocate all of your question time to one individual.

If you feel that you have answered the initial question, announce that you will move on and suggest that you might continue discussion after the presentation. If the questioner persists, assert your position calmly by saying “I’m afraid I need to move on”.

You can read more on this topic here:  Responding to questions effectively (PDF)

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An LLM-powered knowledge curation system that researches a topic and generates a full-length report with citations.

stanford-oval/storm

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Storm: synthesis of topic outlines through retrieval and multi-perspective question asking.

| Research preview | Paper | Website |

Latest News 🔥

• [2024/07] You can now install our package with pip install knowledge-storm !
• [2024/07] We add VectorRM to support grounding on user-provided documents, complementing existing support of search engines ( YouRM , BingSearch ). (check out #58 )
• [2024/07] We release demo light for developers a minimal user interface built with streamlit framework in Python, handy for local development and demo hosting (checkout #54 )
• [2024/06] We will present STORM at NAACL 2024! Find us at Poster Session 2 on June 17 or check our presentation material .
• [2024/05] We add Bing Search support in rm.py . Test STORM with GPT-4o - we now configure the article generation part in our demo using GPT-4o model.
• [2024/04] We release refactored version of STORM codebase! We define interface for STORM pipeline and reimplement STORM-wiki (check out src/storm_wiki ) to demonstrate how to instantiate the pipeline. We provide API to support customization of different language models and retrieval/search integration.

Overview (Try STORM now!)

While the system cannot produce publication-ready articles that often require a significant number of edits, experienced Wikipedia editors have found it helpful in their pre-writing stage.

Try out our live research preview to see how STORM can help your knowledge exploration journey and please provide feedback to help us improve the system 🙏!

How STORM works

STORM breaks down generating long articles with citations into two steps:

• Pre-writing stage : The system conducts Internet-based research to collect references and generates an outline.
• Writing stage : The system uses the outline and references to generate the full-length article with citations.

STORM identifies the core of automating the research process as automatically coming up with good questions to ask. Directly prompting the language model to ask questions does not work well. To improve the depth and breadth of the questions, STORM adopts two strategies:

• Perspective-Guided Question Asking : Given the input topic, STORM discovers different perspectives by surveying existing articles from similar topics and uses them to control the question-asking process.
• Simulated Conversation : STORM simulates a conversation between a Wikipedia writer and a topic expert grounded in Internet sources to enable the language model to update its understanding of the topic and ask follow-up questions.

Based on the separation of the two stages, STORM is implemented in a highly modular way using dspy .

Installation

To install the knowledge storm library, use pip install knowledge-storm .

You could also install the source code which allows you to modify the behavior of STORM engine directly.

Clone the git repository.

Install the required packages.

The STORM knowledge curation engine is defined as a simple Python STORMWikiRunner class.

As STORM is working in the information curation layer, you need to set up the information retrieval module and language model module to create a STORMWikiRunner instance. Here is an example of using You.com search engine and OpenAI models.

Currently, our package support:

• OpenAIModel , AzureOpenAIModel , ClaudeModel , VLLMClient , TGIClient , TogetherClient , OllamaClient , GoogleModel , DeepSeekModel , GroqModel as language model components
• YouRM , BingSearch , VectorRM , SerperRM , BraveRM , SearXNG , DuckDuckGoSearchRM , and TavilySearchRM as retrieval module components

🌟 PRs for integrating more language models into knowledge_storm/lm.py and search engines/retrievers into knowledge_storm/rm.py are highly appreciated!

The STORMWikiRunner instance can be evoked with the simple run method:

• do_research : if True, simulate conversations with difference perspectives to collect information about the topic; otherwise, load the results.
• do_generate_outline : if True, generate an outline for the topic; otherwise, load the results.
• do_generate_article : if True, generate an article for the topic based on the outline and the collected information; otherwise, load the results.
• do_polish_article : if True, polish the article by adding a summarization section and (optionally) removing duplicate content; otherwise, load the results.

Quick Start with Example Scripts

We provide scripts in our examples folder as a quick start to run STORM with different configurations.

To run STORM with gpt family models with default configurations:

• We suggest using secrets.toml to set up the API keys. Create a file secrets.toml under the root directory and add the following content: # Set up OpenAI API key. OPENAI_API_KEY= " your_openai_api_key " # If you are using the API service provided by OpenAI, include the following line: OPENAI_API_TYPE= " openai " # If you are using the API service provided by Microsoft Azure, include the following lines: OPENAI_API_TYPE= " azure " AZURE_API_BASE= " your_azure_api_base_url " AZURE_API_VERSION= " your_azure_api_version " # Set up You.com search API key. YDC_API_KEY= " your_youcom_api_key "
• Run the following command. python examples/run_storm_wiki_gpt.py \ --output-dir $OUTPUT_DIR \ --retriever you \ --do-research \ --do-generate-outline \ --do-generate-article \ --do-polish-article

To run STORM using your favorite language models or grounding on your own corpus: Check out examples/README.md .

Customization of the Pipeline

If you have installed the source code, you can customize STORM based on your own use case. STORM engine consists of 4 modules:

• Knowledge Curation Module: Collects a broad coverage of information about the given topic.
• Outline Generation Module: Organizes the collected information by generating a hierarchical outline for the curated knowledge.
• Article Generation Module: Populates the generated outline with the collected information.
• Article Polishing Module: Refines and enhances the written article for better presentation.

The interface for each module is defined in knowledge_storm/interface.py , while their implementations are instantiated in knowledge_storm/storm_wiki/modules/* . These modules can be customized according to your specific requirements (e.g., generating sections in bullet point format instead of full paragraphs).

Replicate NAACL2024 result

Please switch to the branch NAACL-2024-code-backup

Paper Experiments

The FreshWiki dataset used in our experiments can be found in ./FreshWiki .

Run the following commands under ./src .

Pre-writing Stage

For batch experiment on FreshWiki dataset:

• --engine (choices=[ gpt-4 , gpt-35-turbo ]): the LLM engine used for generating the outline
• --do-research : if True, simulate conversation to research the topic; otherwise, load the results.
• --max-conv-turn : the maximum number of questions for each information-seeking conversation
• STORM also uses a general conversation to collect basic information about the topic. So, the maximum number of QA pairs is max_turn * (max_perspective + 1) . 💡 Reducing max_turn or max_perspective can speed up the process and reduce the cost but may result in less comprehensive outline.
• The parameter will not have any effect if --disable-perspective is set (the perspective-driven question asking is disabled).

To run the experiment on a single topic:

• The script will ask you to enter the Topic and the Ground truth url that will be excluded. If you do not have any url to exclude, leave that field empty.

The generated outline will be saved in {output_dir}/{topic}/storm_gen_outline.txt and the collected references will be saved in {output_dir}/{topic}/raw_search_results.json .

Writing Stage

• --do-polish-article : if True, polish the article by adding a summarization section and removing duplicate content if --remove-duplicate is set True.
• The script will ask you to enter the Topic . Please enter the same topic as the one used in the pre-writing stage.

The generated article will be saved in {output_dir}/{topic}/storm_gen_article.txt and the references corresponding to citation index will be saved in {output_dir}/{topic}/url_to_info.json . If --do-polish-article is set, the polished article will be saved in {output_dir}/{topic}/storm_gen_article_polished.txt .

Customize the STORM Configurations

We set up the default LLM configuration in LLMConfigs in src/modules/utils.py . You can use set_conv_simulator_lm() , set_question_asker_lm() , set_outline_gen_lm() , set_article_gen_lm() , set_article_polish_lm() to override the default configuration. These functions take in an instance from dspy.dsp.LM or dspy.dsp.HFModel .

Automatic Evaluation

In our paper, we break down the evaluation into two parts: outline quality and full-length article quality.

Outline Quality

We introduce heading soft recall and heading entity recall to evaluate the outline quality. This makes it easier to prototype methods for pre-writing.

Run the following command under ./eval to compute the metrics on FreshWiki dataset:

Full-length Article Quality

eval/eval_article_quality.py provides the entry point of evaluating full-length article quality using ROUGE, entity recall, and rubric grading. Run the following command under eval to compute the metrics:

Use the Metric Yourself

The similarity-based metrics (i.e., ROUGE, entity recall, and heading entity recall) are implemented in eval/metrics.py .

For rubric grading, we use the prometheus-13b-v1.0 introduced in this paper . eval/evaluation_prometheus.py provides the entry point of using the metric.

Roadmap & Contributions

Our team is actively working on:

• Human-in-the-Loop Functionalities: Supporting user participation in the knowledge curation process.
• Information Abstraction: Developing abstractions for curated information to support presentation formats beyond the Wikipedia-style report.

If you have any questions or suggestions, please feel free to open an issue or pull request. We welcome contributions to improve the system and the codebase!

Contact person: Yijia Shao and Yucheng Jiang

Acknowledgement

We would like to thank Wikipedia for their excellent open-source content. The FreshWiki dataset is sourced from Wikipedia, licensed under the Creative Commons Attribution-ShareAlike (CC BY-SA) license.

We are very grateful to Michelle Lam for designing the logo for this project and Dekun Ma for leading the UI development.

Please cite our paper if you use this code or part of it in your work:

Contributors 18

• Python 100.0%

Human Subjects Office

August 2024 irb connection newsletter, tips for web-based survey research platforms, student pi training requirement: reminder to faculty advisors and student pis, assistance for new faculty and research scientists: research navigation tool, icts clinical lecture series: working with the irb, updates for the ui research community, in the news, irb educational resources.

The Human Subjects Office (HSO) has published a new educational tool focused on two of the web-based survey research platforms that are available to faculty, staff, and students at the University of Iowa. The publication provides tips on using Qualtrics and REDCap, including the different features available on the platforms, as well as tools for avoiding common issues, such as over-enrollment, multiple survey submissions, and bot activity.  

Topics addressed in the educational tool include:  

survey testing  

survey editing  

creating logic quotas and  

bot detection  

institutional policies related to survey-based research  

training and other support available   

The new educational tool is available on the HSO website: Survey Based Research Educational Tool    

Student PI Training Requirement: Reminder to Faculty Advisors and Student PIs  

Graduate and undergraduate student principal investigators (PIs) are required to view recorded trainings about the HawkIRB New Project form (Parts 1 and 2) prior to submitting an application in HawkIRB. While the training is required for student PIs, it is recommended for all new faculty, staff, residents, fellows, professional students, and HawkIRB Delegates who will be using the HawkIRB system.  

The student PI training policy was instituted to improve the quality of HawkIRB submissions and ensure efficiency of the IRB review process for all IRB applications. The training, available in the IRB ICON Course for Researchers , will assist student PIs in navigating the HawkIRB system and preparing thorough HawkIRB applications. Note to Faculty advisors and others who work with student PIs : Please make sure graduate and undergraduate student PIs know to complete this training.  

More information is available about the training requirement at Roles and Responsibilities / Role of the Student PI , and more detailed information in the September 2022 IRB Connection Newsletter article .   

Other educational resources are also available on the Human Subjects Office website :  

IRB Overview Recording – If you did not hear this in a research methods course, you can access it in the IRB ICON Course for Researchers .  

Do I Need IRB Approval – if you are uncertain whether your project is human subjects research requiring approval from the UI IRB ( Get Started / Do I need IRB Approval )  

Exempt Status – Most social/behavioral research qualifies for Exempt Status. You can read about this in the Exemption Tool (under Get Help / Educational Tools ) and learn about it in the Part 5 HawkIRB training in the IRB ICON Course for Researchers .  

HawkIRB Submissions – There is additional information about the IRB Review Process, HawkIRB System and New Project forms on the Submit to IRB web page.  

Assistance for New Faculty and Research Scientist s : Research Navigation Tool   

By emily shultz, cip  .

UI Research Administration units use a Research Navigation Tool to begin the onboarding process for new UI faculty and research scientists. This tool provides information about a wide range of UI programs that provide support for research. This tool collects information about the nature and type of research you conduct to help us better assist you with setting up your research program.  

Click here to use the Research Navigation Tool  

On a monthly basis, HSO staff sends an email with a link to the tool to all new faculty and research scientists. Based on research plans indicated in the Research Navigation Tool, representatives from the following units contact the researcher to provide guidance and support for transferring or initiating research activities:   

Office of the Vice President for Research (OVPR)  

Research Development Office (RDO)  

Division of Sponsored Programs (DSP) (work with the departmental grant administrator)

Human Subjects Office (HSO) and Institutional Review Board (IRB)  

Offices of Animal Resources (OAR) and the Institutional Care and Use Committee (IACUC)  

Environmental Health & Safety (EHS)  

University of Iowa Research Foundation (UIRF)  

Institute for Clinical and Translational Science (ICTS)  

Information Technology Systems (ITS)  

For researchers who work with human participants, the Human Subjects Office offers a one-on-one IRB orientation to provide guidance, resources and support. This session provides information about:   

The Human Research Protection Program (HRPP)  

The IRB review process and requirements for submission  

Other committees or entities that review and approve human subjects research applications  

Features of the eResearch application system (HawkIRB), including the delegate permission system  

Educational resources available for all human subjects researchers  

Contact the IRB Education & Outreach team to learn about other educational resources for faculty and research scientists.  

ICTS Clinical Lecture Series: Working WITH the IRB  

By kelly o’berry , bs, cip and deb o’connell-moore, mba  .

At the June Clinical Lecture Series hosted by the Institute for Clinical and Translational Science (ICTS), Kelly O’Berry and Deb O’Connell-Moore provided an overview of the working relationships between researchers and the Institutional Review Board (IRB) / Human Subjects Office (HSO).   

Novel Research Methods  

Researchers are encouraged to consult with colleagues in their college or department to see if others have received IRB approval for similar procedures, as their insights and experience could be helpful. Researchers can also consult with HSO staff and IRB Chairs about novel research methods. An advance consult can help the HawkIRB application go through the IRB review process more smoothly.  

Ask Questions  

HSO staff invite researchers to ask questions and seek guidance at any time, but especially prior to submission of forms in HawkIRB. HSO staff can be reached phone (319-541-0326), email ( [email protected] ) or at IRB Office Hours via Zoom .   

The ICTS Regulatory Core is also available to assist with their virtual walk-in hours for guidance and support .  

Request Clarification  

During the IRB review process, HSO staff typically communicate with researchers through HawkIRB Workflow. This satisfies a regulatory requirement to maintain records of communications between the IRB and the PI. Researchers are encouraged to ask for clarification about a Workflow question/request if they are unsure of how to best address the revision.   

To review a recording of this ICTS Clinical Lecture Series presentation, go to the IRB ICON Course for Researchers .  

Updates for the UI Research Community  

Changes Coming to ClinicalTrials.Gov Platform  

(link sends e-mai

• Dementia Risk Factors Identified in New Global Report Are All Preventable - Addressing Them Could Reduce Dementia Rates by 45% - The Conversation  
• Black employees more likely to experience depression after workplace mistreatment – Newswise  
• First NonInvasive Method to Continually Measure True Blood Pressure – Science Daily  
• Parents' eating behavior influences how their children respond to food – Science Daily  
• Blood Test Uses 'protein clock' to predict Risk of Alzheimer's and other diseases – Nature  

IRB Educational Resources   

Irb presentation : the roadmap to regulatory compliance: guidelines for clinicaltrials.gov registration & results reporting  .

This presentation will clarify the key aspects of ClinicalTrials.gov registration and results reporting, with an overview of guidelines and practical tips to avoid common errors that researchers encounter during this process. By the end of this presentation, participants will have a clear understanding of how to meet the Food and Drug Administration Amendments Act ( FDAAA 801 ) standards and ClinicalTrials.gov requirements, ensuring successful trial registration and reporting.  

Overview of the ClinicalTrials.gov database  

Which trials need registration & results reporting?  

How to Register a study, Report Results, and Update Records  

Common errors during registration, and results reporting, and how to avoid them  

Navigating the PRS Support System and Help content  

Overview of ClinicalTrials.gov PRS Beta website

Wednesday, September 18, 2024  

12:00 PM-1:00 PM  

Pre-register to receive the Zoom link  

IRB Efficiency Initiative Monthly Information Session

The Human Subjects Office invites the UI research community to attend monthly information sessions about the IRB Efficiency Initiative on the fourth Wednesday of the month from 12-1 pm, via Zoom. We will discuss the changes and demonstrate HawkIRB enhancements being implemented to streamline the IRB review process. The monthly sessions will cover upcoming enhancements and expected roll-out dates.   

Wednesday, September 25, 2024  

Office Hours  

Human Subjects Office staff host IRB Office Hours via Zoom to provide assistance with electronic IRB applications (in HawkIRB) and to discuss study proposals prior to submission.  All researchers are welcome to attend. No appointment is necessary.  

Fall Office hours will begin on September 4 th through December 19 th  

Wednesdays (2:00-4:00 PM) via Zoom    

Thursdays (10:00 AM-12:00 PM) via Zoom  

Recorded Training  

The IRB ICON Course for Researchers HawkIRB training sessions provide an orientation to the electronic IRB application and review system. These sessions are for anyone preparing to submit a HawkIRB application for the first time and for those who would like guidance about the proper completion of HawkIRB forms. Five recorded trainings are available 24/7.   

The recorded trainings are available on ICON at IRB ICON Course for Researchers .   

Note: HawkIRB training Parts 1 and 2 satisfy the Student PI Training Requirement.  

More From Forbes

Ask the right questions: why you should enable your team to challenge.

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Challenge is more likely to happen in a relaxed, inclusive environment

The importance of challenge is often underestimated in business. In fact, many leaders do not like to be challenged by their teams, fearing that challenge might make them look incompetent, uninformed or even weak.

Yet challenge is something that leaders should welcome, suggests research from Imperial College Business School’s Centre for Responsible Leadership. That’s because a culture of positive, constructive challenge can help to mitigate risks and improve decision making.

Professor Celia Moore, academic director of the Centre for Responsible Leadership at Imperial and lead author of the white paper, said: “The consequences of a corporate culture where teams are hesitant to challenge leaders can be dire. This can include financial damage and service failure.”

She adds that as staff can hesitate to offer challenge if they feel vulnerable, leaders “need to be clear that speaking up and disagreeing will not incur risk.”

Seek out opposing views

Evidence presented in the report highlights the importance of leaders asking the right questions to generate meaningful challenge from employees. The report found that open-ended questions and general queries were less likely to result in challenge.

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Instead, leaders should focus on questions that specifically ask for disagreement. An example could be: “does anyone think there is a better idea?” Or “what would stop you taking this option?”

The report also revealed that leaders need to acknowledge challenges as legitimate, while focusing on the idea at hand. For example, they could say “that’s a fair challenge, and we could definitely go with that option.” Acknowledgement that is too general or strays into gratitude was found to be much less effective.

Additionally, the research found that individuals are more likely to speak up in an inclusive environment, where they feel comfortable and relaxed. It is also essential to allow time for thorough debate and challenge of ideas since meetings risk shutting down discussion before ideas can be properly explored.

Finally, team members are more likely to provide healthy challenge when they are held accountable for their views. For example, they could be asked to commit to a specific idea through a question such as “which do you prefer, option A or B?” Alternatively, they could be asked to vote on specific ideas.

Agree to disagree?

Challenge – and its connotations of disagreement – may seem a risky concept to leaders who want to build a happy, cohesive team. Nevertheless, it is important to bear in mind that those who provide the healthiest levels of challenge may also be their leaders’ biggest supporters, who are keen to help them achieve their business objectives.

Separate research by Durham University Business School found that employees who share the same goals as their leader are much more likely to contribute their ideas, concerns or feedback. This is a boost for organizations, says Dr Janey Zheng, professor of leadership at Durham University Business School, since employees who feel they have a voice “bring new perspectives, ideas and insight” and are also more likely to be happy in their roles.

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Thinking of trying a new diet? Here are 4 questions to ask yourself before you do

by Melissa Eaton, Verena Vaiciurgis and Yasmine Probst, The Conversation

We live in a society that glorifies dieting, with around 42% of adults globally having tried to lose weight. Messages about dieting and weight loss are amplified on social media, with a never-ending cycle of weight loss fads and diet trends.

Amid often conflicting messages and misinformation, if you're looking for diet advice online, it's easy to become confused and overwhelmed.

So before diving into the latest weight loss trend or extreme diet, consider these four questions to help you make a more informed decision.

1. Is the diet realistic?

Have you considered the financial cost of maintaining the diet or lifestyle, and the time and resources that would be required? For example, do you need to purchase specific products, supplements, or follow a rigid meal plan?

If the diet is coming from someone who is trying to sell you something—such as a particular weight-loss product you need in order to follow the diet—this could be a particular red flag.

Many extreme diet recommendations come from a place of privilege and overlook food access, affordability, cooking skills, where you live, or even your culture and ethics.

If the diet has these sorts of issues it can lead to frustration, stress, stigmatization and feelings of failure for the person trying to adhere to the diet. But the problem may be with the diet itself—not with you.

2. Is there evidence to support this diet?

Self-proclaimed "experts" online will often make claims focused on specific groups, known as target populations . This might be 30- to 50-year-old men with diabetes, for example.

In some cases, evidence for claims made may come from animal studies, which might not be applicable to humans at all.

So be aware that if research findings are for a group that doesn't match your profile, then the results might not be relevant to you.

It takes time and a lot of high-quality studies to tell us a "diet" is safe and effective, not just one study. Ask yourself, is it supported by multiple studies in humans? Be critical and question the claims before you accept them.

For accurate information look for government websites, or ask your GP or dietitian.

3. How will this diet affect my life?

Food is much more than calories and nutrients. It plays many roles in our lives, and likewise, diets can influence our lives in ways we often overlook.

Socially and culturally, food can be a point of connection and celebration . It can be a source of enjoyment, a source of comfort, or even a way to explore new parts of the world.

So when you're considering a new diet, think about how it might affect meaningful moments for you. For example, if you're going traveling, will your diet influence the food choices you make? Will you feel that you can't sample the local cuisine? Or would you be deterred from going out for dinner with friends because of their choice of restaurant?

4. Will this diet make me feel guilty or affect my mental health?

What is your favorite meal? Does this diet "allow" you to eat it? Imagine visiting your mother, who has prepared your favorite childhood meal. How will the diet affect your feelings about these special foods? Will it cause you to feel stressed or guilty about enjoying a birthday cake or a meal cooked by a loved one?

Studies have shown that dieting can negatively impact our mental health , and skipping meals can increase symptoms of depression and anxiety .

Many diets fail to consider the psychological aspects of eating, even though our mental health is just as important as physical health. Eating should not make you feel stressed, anxious, or guilty.

So before starting another diet, consider how it might affect your mental health.

Moving away from a dieting mindset

We're frequently told that weight loss is the path to better health. However, we can prioritize our health without focusing on our weight. Constant messages about the need to lose weight can also be harmful to mental health, and not necessarily helpful for physical health .

Our research has found eating in a way that prioritizes health over weight loss is linked to a range of positive outcomes for our health and well-being. These include a more positive relationship with food, and less guilt and stress.

Our research also indicates mindful and intuitive eating practices—which focus on internal cues, body trust, and being present and mindful when eating—are related to lower levels of depression and stress, and greater body image and self-compassion.

But like anything, it takes practice and time to build a positive relationship with food. Be kind to yourself, seek out weight-inclusive health-care professionals, and the changes will come. Finally, remember you're allowed to find joy in food .

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COVID-19 Vaccines for 2024-2025

August 22, 2024 : FDA approves and authorizes updated mRNA COVID-19 vaccines to better protect against currently circulating variants.

August 30, 2024 : FDA authorizes updated Novavax COVID-19 vaccine to better protect against currently circulating variants.

Which updated COVID-19 vaccines are available?

The FDA has approved and authorized for emergency use updated COVID-19 vaccines (2024-2025 formula) to provide better protection against COVID-19 caused by circulating variants.

Specifically, FDA has authorized the following for emergency use:

• Moderna COVID-19 Vaccine (2024-2025 Formula) for individuals 6 months through 11 years of age
• Novavax COVID-19 Vaccine, Adjuvanted (2024-2025 Formula) for individuals 12 years of age and older
• Pfizer-BioNTech COVID-19 Vaccine (2024-2025 Formula) for individuals 6 months through 11 years of age

The following COVID-19 vaccines are approved by FDA:

• Comirnaty (2024-2025 Formula)
• Spikevax (2024-2025 Formula)

Why should I get the updated COVID-19 vaccine?

Some viruses like the virus that causes COVID-19 can change over time. Vaccines that target those viruses may be updated to better protect against disease. An updated COVID-19 vaccine will help provide the best protection against COVID-19.

What are the ingredients of the updated COVID vaccines?

Ingredients in COVID-19 vaccines authorized for emergency use are included in the Fact Sheets for Healthcare Providers and also the Fact Sheet for Recipients and Caregivers under the question "What are the ingredients in this vaccine?"

• Moderna COVID-19 Vaccine Fact Sheets
• Novavax COVID-19 Vaccine, Adjuvanted Fact Sheets
• Pfizer-BioNTech COVID-19 Vaccine Fact Sheets

Ingredients in FDA-approved COVID-19 vaccines are included in the Prescribing Information for healthcare providers and in the Information for Recipients and Caregivers for vaccine recipients under the question, “What are the ingredients in this vaccine?”

• Comirnaty (COVID-19 vaccine, mRNA) – see the package insert
• Spikevax (COVID-19 vaccine, mRNA) – see the package insert and patient package insert

Can I get the updated COVID-19 vaccine if I am pregnant, trying to get pregnant, or breastfeeding?

The CDC recommends COVID-19 vaccination for everyone ages 6 months and older, including people who are pregnant, breastfeeding, or might become pregnant in the future. Individuals should speak with their health care provider if they have questions about receiving a COVID-19 vaccine.

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HBR’s Most-Read Articles of 2024 (So Far)

• Kelsey Hansen

The five stories that have resonated most with our readers this year.

HBR’s top five most popular articles of 2024 (so far), present an opportunity to reflect on the work you’ve done in the preceding months, and chart any necessary course changes. The list includes a case study of how Starbucks lost its way (and how it could pivot); a guide to how to shift your leadership style based on situation; and a playbook for assessing the quality of the questions you ask at work.

The waning days of summer present a prime opportunity to step back and reflect on the paths you’ve taken so far this year, whether they’re personal or professional, and ask yourself: Am I growing in the right direction? What are my blind spots? Where could I be doing better?

• Kelsey Hansen is the senior associate editor for audience engagement at Harvard Business Review.

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Key things to know about U.S. election polling in 2024

Confidence in U.S. public opinion polling was shaken by errors in 2016 and 2020. In both years’ general elections, many polls underestimated the strength of Republican candidates, including Donald Trump. These errors laid bare some real limitations of polling.

In the midterms that followed those elections, polling performed better . But many Americans remain skeptical that it can paint an accurate portrait of the public’s political preferences.

Restoring people’s confidence in polling is an important goal, because robust and independent public polling has a critical role to play in a democratic society. It gathers and publishes information about the well-being of the public and about citizens’ views on major issues. And it provides an important counterweight to people in power, or those seeking power, when they make claims about “what the people want.”

The challenges facing polling are undeniable. In addition to the longstanding issues of rising nonresponse and cost, summer 2024 brought extraordinary events that transformed the presidential race . The good news is that people with deep knowledge of polling are working hard to fix the problems exposed in 2016 and 2020, experimenting with more data sources and interview approaches than ever before. Still, polls are more useful to the public if people have realistic expectations about what surveys can do well – and what they cannot.

With that in mind, here are some key points to know about polling heading into this year’s presidential election.

Probability sampling (or “random sampling”). This refers to a polling method in which survey participants are recruited using random sampling from a database or list that includes nearly everyone in the population. The pollster selects the sample. The survey is not open for anyone who wants to sign up.

Online opt-in polling (or “nonprobability sampling”). These polls are recruited using a variety of methods that are sometimes referred to as “convenience sampling.” Respondents come from a variety of online sources such as ads on social media or search engines, websites offering rewards in exchange for survey participation, or self-enrollment. Unlike surveys with probability samples, people can volunteer to participate in opt-in surveys.

Nonresponse and nonresponse bias. Nonresponse is when someone sampled for a survey does not participate. Nonresponse bias occurs when the pattern of nonresponse leads to error in a poll estimate. For example, college graduates are more likely than those without a degree to participate in surveys, leading to the potential that the share of college graduates in the resulting sample will be too high.

Mode of interview. This refers to the format in which respondents are presented with and respond to survey questions. The most common modes are online, live telephone, text message and paper. Some polls use more than one mode.

Weighting. This is a statistical procedure pollsters perform to make their survey align with the broader population on key characteristics like age, race, etc. For example, if a survey has too many college graduates compared with their share in the population, people without a college degree are “weighted up” to match the proper share.

How are election polls being conducted?

Pollsters are making changes in response to the problems in previous elections. As a result, polling is different today than in 2016. Most U.S. polling organizations that conducted and publicly released national surveys in both 2016 and 2022 (61%) used methods in 2022 that differed from what they used in 2016 . And change has continued since 2022.

One change is that the number of active polling organizations has grown significantly, indicating that there are fewer barriers to entry into the polling field. The number of organizations that conduct national election polls more than doubled between 2000 and 2022.

This growth has been driven largely by pollsters using inexpensive opt-in sampling methods. But previous Pew Research Center analyses have demonstrated how surveys that use nonprobability sampling may have errors twice as large , on average, as those that use probability sampling.

The second change is that many of the more prominent polling organizations that use probability sampling – including Pew Research Center – have shifted from conducting polls primarily by telephone to using online methods, or some combination of online, mail and telephone. The result is that polling methodologies are far more diverse now than in the past.

(For more about how public opinion polling works, including a chapter on election polls, read our short online course on public opinion polling basics .)

All good polling relies on statistical adjustment called “weighting,” which makes sure that the survey sample aligns with the broader population on key characteristics. Historically, public opinion researchers have adjusted their data using a core set of demographic variables to correct imbalances between the survey sample and the population.

But there is a growing realization among survey researchers that weighting a poll on just a few variables like age, race and gender is insufficient for getting accurate results. Some groups of people – such as older adults and college graduates – are more likely to take surveys, which can lead to errors that are too sizable for a simple three- or four-variable adjustment to work well. Adjusting on more variables produces more accurate results, according to Center studies in 2016 and 2018 .

A number of pollsters have taken this lesson to heart. For example, recent high-quality polls by Gallup and The New York Times/Siena College adjusted on eight and 12 variables, respectively. Our own polls typically adjust on 12 variables . In a perfect world, it wouldn’t be necessary to have that much intervention by the pollster. But the real world of survey research is not perfect.

Predicting who will vote is critical – and difficult. Preelection polls face one crucial challenge that routine opinion polls do not: determining who of the people surveyed will actually cast a ballot.

Roughly a third of eligible Americans do not vote in presidential elections , despite the enormous attention paid to these contests. Determining who will abstain is difficult because people can’t perfectly predict their future behavior – and because many people feel social pressure to say they’ll vote even if it’s unlikely.

No one knows the profile of voters ahead of Election Day. We can’t know for sure whether young people will turn out in greater numbers than usual, or whether key racial or ethnic groups will do so. This means pollsters are left to make educated guesses about turnout, often using a mix of historical data and current measures of voting enthusiasm. This is very different from routine opinion polls, which mostly do not ask about people’s future intentions.

When major news breaks, a poll’s timing can matter. Public opinion on most issues is remarkably stable, so you don’t necessarily need a recent poll about an issue to get a sense of what people think about it. But dramatic events can and do change public opinion , especially when people are first learning about a new topic. For example, polls this summer saw notable changes in voter attitudes following Joe Biden’s withdrawal from the presidential race. Polls taken immediately after a major event may pick up a shift in public opinion, but those shifts are sometimes short-lived. Polls fielded weeks or months later are what allow us to see whether an event has had a long-term impact on the public’s psyche.

How accurate are polls?

The answer to this question depends on what you want polls to do. Polls are used for all kinds of purposes in addition to showing who’s ahead and who’s behind in a campaign. Fair or not, however, the accuracy of election polling is usually judged by how closely the polls matched the outcome of the election.

By this standard, polling in 2016 and 2020 performed poorly. In both years, state polling was characterized by serious errors. National polling did reasonably well in 2016 but faltered in 2020.

In 2020, a post-election review of polling by the American Association for Public Opinion Research (AAPOR) found that “the 2020 polls featured polling error of an unusual magnitude: It was the highest in 40 years for the national popular vote and the highest in at least 20 years for state-level estimates of the vote in presidential, senatorial, and gubernatorial contests.”

How big were the errors? Polls conducted in the last two weeks before the election suggested that Biden’s margin over Trump was nearly twice as large as it ended up being in the final national vote tally.

Errors of this size make it difficult to be confident about who is leading if the election is closely contested, as many U.S. elections are .

Pollsters are rightly working to improve the accuracy of their polls. But even an error of 4 or 5 percentage points isn’t too concerning if the purpose of the poll is to describe whether the public has favorable or unfavorable opinions about candidates , or to show which issues matter to which voters. And on questions that gauge where people stand on issues, we usually want to know broadly where the public stands. We don’t necessarily need to know the precise share of Americans who say, for example, that climate change is mostly caused by human activity. Even judged by its performance in recent elections, polling can still provide a faithful picture of public sentiment on the important issues of the day.

The 2022 midterms saw generally accurate polling, despite a wave of partisan polls predicting a broad Republican victory. In fact, FiveThirtyEight found that “polls were more accurate in 2022 than in any cycle since at least 1998, with almost no bias toward either party.” Moreover, a handful of contrarian polls that predicted a 2022 “red wave” largely washed out when the votes were tallied. In sum, if we focus on polling in the most recent national election, there’s plenty of reason to be encouraged.

Compared with other elections in the past 20 years, polls have been less accurate when Donald Trump is on the ballot. Preelection surveys suffered from large errors – especially at the state level – in 2016 and 2020, when Trump was standing for election. But they performed reasonably well in the 2018 and 2022 midterms, when he was not.

During the 2016 campaign, observers speculated about the possibility that Trump supporters might be less willing to express their support to a pollster – a phenomenon sometimes described as the “shy Trump effect.” But a committee of polling experts evaluated five different tests of the “shy Trump” theory and turned up little to no evidence for each one . Later, Pew Research Center and, in a separate test, a researcher from Yale also found little to no evidence in support of the claim.

Instead, two other explanations are more likely. One is about the difficulty of estimating who will turn out to vote. Research has found that Trump is popular among people who tend to sit out midterms but turn out for him in presidential election years. Since pollsters often use past turnout to predict who will vote, it can be difficult to anticipate when irregular voters will actually show up.

The other explanation is that Republicans in the Trump era have become a little less likely than Democrats to participate in polls . Pollsters call this “partisan nonresponse bias.” Surprisingly, polls historically have not shown any particular pattern of favoring one side or the other. The errors that favored Democratic candidates in the past eight years may be a result of the growth of political polarization, along with declining trust among conservatives in news organizations and other institutions that conduct polls.

Whatever the cause, the fact that Trump is again the nominee of the Republican Party means that pollsters must be especially careful to make sure all segments of the population are properly represented in surveys.

The real margin of error is often about double the one reported. A typical election poll sample of about 1,000 people has a margin of sampling error that’s about plus or minus 3 percentage points. That number expresses the uncertainty that results from taking a sample of the population rather than interviewing everyone . Random samples are likely to differ a little from the population just by chance, in the same way that the quality of your hand in a card game varies from one deal to the next.

The problem is that sampling error is not the only kind of error that affects a poll. Those other kinds of error, in fact, can be as large or larger than sampling error. Consequently, the reported margin of error can lead people to think that polls are more accurate than they really are.

There are three other, equally important sources of error in polling: noncoverage error , where not all the target population has a chance of being sampled; nonresponse error, where certain groups of people may be less likely to participate; and measurement error, where people may not properly understand the questions or misreport their opinions. Not only does the margin of error fail to account for those other sources of potential error, putting a number only on sampling error implies to the public that other kinds of error do not exist.

Several recent studies show that the average total error in a poll estimate may be closer to twice as large as that implied by a typical margin of sampling error. This hidden error underscores the fact that polls may not be precise enough to call the winner in a close election.

Other important things to remember

Transparency in how a poll was conducted is associated with better accuracy . The polling industry has several platforms and initiatives aimed at promoting transparency in survey methodology. These include AAPOR’s transparency initiative and the Roper Center archive . Polling organizations that participate in these organizations have less error, on average, than those that don’t participate, an analysis by FiveThirtyEight found .

Participation in these transparency efforts does not guarantee that a poll is rigorous, but it is undoubtedly a positive signal. Transparency in polling means disclosing essential information, including the poll’s sponsor, the data collection firm, where and how participants were selected, modes of interview, field dates, sample size, question wording, and weighting procedures.

There is evidence that when the public is told that a candidate is extremely likely to win, some people may be less likely to vote . Following the 2016 election, many people wondered whether the pervasive forecasts that seemed to all but guarantee a Hillary Clinton victory – two modelers put her chances at 99% – led some would-be voters to conclude that the race was effectively over and that their vote would not make a difference. There is scientific research to back up that claim: A team of researchers found experimental evidence that when people have high confidence that one candidate will win, they are less likely to vote. This helps explain why some polling analysts say elections should be covered using traditional polling estimates and margins of error rather than speculative win probabilities (also known as “probabilistic forecasts”).

National polls tell us what the entire public thinks about the presidential candidates, but the outcome of the election is determined state by state in the Electoral College . The 2000 and 2016 presidential elections demonstrated a difficult truth: The candidate with the largest share of support among all voters in the United States sometimes loses the election. In those two elections, the national popular vote winners (Al Gore and Hillary Clinton) lost the election in the Electoral College (to George W. Bush and Donald Trump). In recent years, analysts have shown that Republican candidates do somewhat better in the Electoral College than in the popular vote because every state gets three electoral votes regardless of population – and many less-populated states are rural and more Republican.

For some, this raises the question: What is the use of national polls if they don’t tell us who is likely to win the presidency? In fact, national polls try to gauge the opinions of all Americans, regardless of whether they live in a battleground state like Pennsylvania, a reliably red state like Idaho or a reliably blue state like Rhode Island. In short, national polls tell us what the entire citizenry is thinking. Polls that focus only on the competitive states run the risk of giving too little attention to the needs and views of the vast majority of Americans who live in uncompetitive states – about 80%.

Fortunately, this is not how most pollsters view the world . As the noted political scientist Sidney Verba explained, “Surveys produce just what democracy is supposed to produce – equal representation of all citizens.”

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Scott Keeter is a senior survey advisor at Pew Research Center .

Courtney Kennedy is Vice President of Methods and Innovation at Pew Research Center .

How do people in the U.S. take Pew Research Center surveys, anyway?

How public polling has changed in the 21st century, what 2020’s election poll errors tell us about the accuracy of issue polling, a field guide to polling: election 2020 edition, methods 101: how is polling done around the world, most popular.

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