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Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Finding	and	
Communica-ng	the	Story	
Lesson	6	of	6	
Presen-ng	the	Story	
Ray	Poynter	
	
	
November	2016
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Series	Schedule	
An	Introduc5on	and	Overview	–	Feb	23		
Working	with	Qualita5ve	Informa5on	–	Apr	5		
Working	with	Quan5ta5ve	Informa5on		–	May	26		
Working	with	mul5ple	streams	&	big	data	–	July	5		
Visualiza5on	–	Sep	13		
Presen-ng	the	story	–	Nov	8
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Agenda	
1.  Brief	recap	
2.  Think,	Feel,	Do	
3.  From	finding	the	story,	to	telling	the	story	
4.  Narra5ve	flow	and	structure	
5.  Working	with	numbers	
6.  Achieving	impact
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
The	Frameworks	Approach	
1.  Define	and	frame	the	problem	
–  A	problem	fully	defined	is	a	problem	half	solved	
2.  Establish	what	is	already	known	
–  Find	out	what	is	believed	and	what	the	expecta5ons	are	
3.  Organise	the	data	to	be	analysed	
–  Systema5c	checking	and	structural	procedures	
4.  Apply	systema5c	analysis	processes	
5.  Extract	and	create	the	story
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Storytelling
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Movie	Popcorn	
Center	for	Science	in	the	Public	Interest	(CSPI)	
In	1994	it	revealed	
Medium	bag	of	popcorn	=	37	grams	saturated	fat	
	
USDA	(United	Stated	Department	for	Agriculture)	
Recommended	maximum	=	20	grams	
Made	to	S5ck	–	Chip	and	Dan	Heath	
20	
37	
0	
20	
40	
Grams	Fat	
USDA	
Popcorn
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Robust	Simplifica-on	
Movie	Popcorn	Data	
185%	of	your	daily	fat	allowance	
Visual	Story	
A	day’s	worth	of	unhealthy	food	
Data	story	
About	twice	your	daily	fat	allowance
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Movie	Popcorn	
What	was	leM	out?	
Other	things	in	the	popcorn,	e.g.	salt	&	sugar	
Large	bag	of	popcorn	
Other	foods	eaten	in	movie	theatres	
Other	comparators,	e.g.	normal	daily	meal
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Movie	Popcorn	
Think,	Feel,	Do	
1.  Think,	the	‘facts’	
–  Popcorn	has	saturated	fat,	saturated	fat	is	not	good,	there	
are	limits	
2.  Feel,	the	emo-onal	message	
–  3	junk	meals	in	one	day	is	unwise/gross	
3.  Do,	what	do	you	want	people	to	do?	
–  When	you	are	about	to	buy	popcorn,	think	about	all	that	
fat,	feel	a	bit	sick/scared,	do	trade	down	or	trade	out
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
The	Tenuous	Link	Between	
Finding	the	Story,	&	Telling	the	Story	
In	finding	the	story	we	have	mul5ple	data	sources	
We	have	differing	degrees	of	confidence	in	those	sources	
–  A	conjoint	study	with	1000	consumers	might	be	our	best	
source	for	finding	the	story	
The	best	way	to	convey	the	story	does	not	have	to	rest	
on	the	‘best’	data	
–  A	vox	pop	video	with	a	customer	might	be	a	poor	way	to	
find	the	story,	but	it	can	be	a	great	way	to	tell	the	story
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Finding	Versus	Telling	
Most	of	the	steps	in	finding	the	message	in	the	
data	are	NOT	part	of	the	communica5on	
Finding	the	story	
–  Show	me	the	contenders	for	the	main	story	and	let	
me	choose	one	
–  Alterna5ve	perspec5ves,	alterna5ve	stories	
Communica5ng	the	story	
–  Here	is	the	one	story	I	want	to	show
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Use	the	Business	Ques-on	
	as	a	Lens	
The	same	data	will	deliver	different	stories,		
based	on	different	business	ques5ons	
This	is	one	of	the	reasons	that	industry	reports	
have	a	less	focused	story	
–  They	have	many	readers,	with	different	needs	and	
ques5ons	
The	business	ques5on	defines	what	is	in,	what	is	
out,	and	where	the	magnifica5on	should	be
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Useful	Advice,	Not	Precision
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Different	Formats	Imply	
Different	Styles	
•  Presenta5on	on	a	screen	(e.g.	using	PowerPoint)	
•  Webinar/Virtual	Mee5ng	
•  Talking	face-to-face	
•  Talking	via	telephone	(or	similar)	
•  Standalone	presenta5on	
•  Wrilen	report	
•  In	the	body	of	an	email		
The	story	remains	the	same,	
but	the	storytelling	varies.
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Architecture	of	a	Typical	Story	
•  Elevator	Pitch	
•  3	suppor5ng	themes	
•  3	pieces	of	evidence	for	each	theme	
•  Execu5ve	summary,	including	the	elevator	pitch	
and	the	three	themes	
•  All	other	detail	goes	in	the	appendix	or	sent	
separately	
HT	Mike	Sherman
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
ABC	of	Narra-ve	Flow	
A.  A	beginning,	middle,	and	end	
–  The	flow	should	be	linear	
B.  Use	storytelling	devices	(humour,	personal	
anecdotes,	interac5on	etc)	to	enhance	the	
flow	
C.  Ensure	the	audience	are	on	the	same	path	
(e.g.	redundancy,	interac5on,	summaries)
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Good	and	Bad	News	
There	are	four	typical	stories	
–  Good	news	
–  Good	news	with	caveats	
–  Bad	news	with	some	op5ons	
–  Bad	news	
The	storytelling	for	these	four	cases	is	different	
Good	news	and	bad	news	are	defined	by	what	the	
client	wanted	AND	what	the	research	finds
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Bad	News	
5	stages	of	grief	
–  Anger,	Denial,	Bargaining,	Depression,	Acceptance	
One	presenta5on/report	rarely	tackles	all	the	stages	of	
bad	news	
‘Facts’	are	rarely	enough	to	persuade	
–  Emo5ons	are	the	key	–	a	customer	video	can	be	more	
powerful	than	any	amount	of	analysis	
Go	back	to	a	point	where	the	expecta5ons	match	the	
findings	and	build	from	there
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Communica-on	=	Think,	Feel,	Do	
1.  Think	
Informa5on	you	want	to	audience	to	have.	
2.  Feel	
The	emo5onal	level.	
3.  Do	
What	is	it	people	should	do	amerwards?
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Advice	to	Students	
Answer	the	examiners’	ques5ons	
Don’t	
Tell	the	examiner	everything	you	know!
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
The	Story	
•  Don’t	talk	about	every	ques5on,		
tell	the	story	
•  Reorganise	the	data	to	match	the	story	
–  Not	the	order	they	were	collected	in	
•  Use	the	data	to	support	the	story	
–  Not	the	story	to	animate	the	data	
•  Think,	Feel,	Do
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Tips	Delivering	the	Story	
1.  Don’t	focus	on	what	people	said	
–  What	did	they	mean,	what	should	the	audience	
do?	
2.  Let	the	story	unfold,	in	a	linear	way	
3.  It	is	about	both	the	message	and	the	audience	
4.  Aim	to	create	memes	–		HT	Tom	de	Ruyck	
5.  Send	other	interes5ng	material	separately
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Communica-ng	Stories	Found	in	
Quan-ta-ve	Informa-on	
Minimise	the	use	of	numbers	in	quan5ta5ve	
communica5on	
Minimise	the	use	of	digits	in	communica5on	
Illustrate	the	general	with	the	personal	
What	do	you	want	people	to:	
– Think,	Feel,	Do?
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Use	Numbers	for	Illumina-on	
Not	Support
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Memory	or	Reference?
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
92%	of	Jesus’	Disciples	
did	not	betray	him
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
1	SD
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Robust	Simplifica-on	
ü  90%	of	our	customers	prefer	A	
–  Our	customers	prefer	A	
X  20%	of	the	market	prefer	B,	but	25%	of	our	
customers	prefer	B	
–  Our	customers	prefer	B
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Findings	Need	a	Comparator
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Findings	Need	a	Comparator
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Findings	Need	a	Comparator
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Findings	Need	a	Comparator
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Key	Number	Tips	
•  If	people	need	the	numbers,	consider	a	table	
–  If	you	are	using	a	chart,	the	numbers	should	be	largely	irrelevant	
•  Minimise	the	number	of	numbers	
•  Minimise	the	number	of	digits	
•  Don’t	repeat	symbols	unnecessarily	(e.g.	%	or	$)	
•  Avoid	decimal	places	if	possible	
•  Posi5ve	integers	between	0	and	100	are	good	
–  Between	0	and	10	is	beler
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
The	Seven	Ages	of	Man	
•  Infant	
•  Schoolboy	
•  Lover	
•  Soldier	
•  Jus5ce	
•  Pantaloon	
•  Second	childhood	
From	Shakespeare’s	As	You	Like	it,	soliloquy	by	Jacques
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
The	Seven	Ages	of	
Man	
Infant	
Schoolboy	
Lover	
Soldier	
Jus5ce	
Pantaloon	
Second	childhood
How	many	alcoholic	drinks	
did	you	have	this	weekend?	
30% 27%
19%
7%
19%
14%
31%
49%
London Manchester
10 or more
5 to 9
2 to 4
1
None
How	many	alcoholic	drinks		
did	you	have	this	weekend?	
30% 27%
19%
7%
19%
14%
31%
49%
London Manchester
10 or more
5 to 9
2 to 4
1
None
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Visualiza-on	and	the	Power	ShiM	
hlp://sethgodin.typepad.com/seths_blog/2011/03/the-
triumph-of-coal-marke5ng.html
Infographics?
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Living	histogram	of	175	male	college	students	(Blakeslee	1914)
Allows	the	reader	to	find	stories	
	
But,	does	not	tell	a	single	story	
	
If	used	in	a	presenta5on,	would	need:	
1.  Time	
2.  Planning
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
3	Op-ons	for	the	‘Nice	to	Know’	
1.  Include	them	in	the	appendix	
2.  Break	them	up	into	nuggets	and:	
– Send	them	to	people	who	will	find	them	useful	
– Use	them	as	a	chance	to	have	mee5ngs,	maintain	
contact,	and/or	sell	in	
3.  Use	as	part	of	the	framework	for	future	
projects
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
If	you	want	to	
be	Interes-ng	
be	Interested	
David	Ogilvy
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
The	Big	Picture	
•  Think,	Feel,	Do	
•  Use	the	research	to	illuminate	the	story	
–  Not	the	story	to	make	the	research	palatable	
•  Know	whether	it	is	Good	News	or	Bad	News	
–  Depends	on	the	message	AND	the	audience	
•  Be	clear	about	what	you	are	recommending	and	
why	
–  And	be	brave
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Postscript
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Thank	You!	
	
	
Follow	me	on	Twieer	@RayPoynter	
	
Or	sign-up	to	receive	our	weekly	newsleeer	at		
hep://NewMR.org
Finding	and	Communica-ng	the	Story	–	Lesson	6	of	6	–	Presen-ng	
Ray	Poynter,	2016	
Q	&	A	
Ray	Poynter	
The	Future	Place

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