Transcript What Is an “Elevator Pitch”? - My Business School Community

January 2010
The Eugene D. Fanning Center for Business Communication @ Notre Dame
Your Personal Two-Minute Elevator Pitch
Professor J. S. O’Rourke, IV
Mendoza College of Business
University of Notre Dame USA
Agenda
Agenda
Page
What is an “elevator pitch” and why do I need one?
“What” your thinking should be
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The “Eight C’s” in your approach
How you will be judged
Your assignment
RESIDUAL TEACH-IN
What Is an “Elevator Pitch”?
It’s an opportunity to connect with someone who may
be helpful in your job search.
It’s an opportunity to deepen a connection you’ve
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previously made.
It’s an opportunity to broaden your network of
contacts.
It’s an opportunity to get in the door and secure a full-
scale job interview.
It’s an opportunity to explain who you are and what
you’re looking for.
Finally, it’s an opportunity to improve your
interpersonal social skills.
RESIDUAL TEACH-IN
What Is It Not?
It’s not a job interview.
It’s not a guarantee of a job interview.
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It’s not a moment to ask for a job.
It’s not a moment to begin employment negotiations.
It’s not an opportunity to exploit, use, bore, or
terrorize someone trapped in an elevator with you.
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What Is It, Again?
It’s an opportunity to introduce yourself.
A chance to explain who you are.
A moment to talk, briefly, about your qualifications,
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education, and preparation.
A moment to explain what you’re seeking in life, and in
the way of gainful, professional employment.
It’s the brief period that precedes your business card, a
handshake, smile and expression of thanks for your
conversation partner’s time and interest.
RESIDUAL TEACH-IN
“WHAT” Your Thinking Should Be
W: Take a moment to introduce yourself and explain
who you are.
H: Explain briefly how they can help you.
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A: Talk for a moment about your aspirations. Share
with others what you’re looking for in life how your
activities, education, and experience have prepared
you for this.
T: Mention your most prominent talents. Without
seeming to brag, explain what it is you do best and how
your knowledge, skills, values, and attributes will
contribute to your career.
RESIDUAL TEACH-IN
The Eight C’s of an Effective Elevator Pitch
Concise: Use as few words as possible; you don’t have
their attention for long.
Clear: Lose the acronyms, MBA-speak, and ten-dollar
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words you learned in mergers & acquisitions.
Compelling: An effective personal elevator pitch makes
people want to know more about you.
Credible: People must believe in you in order to want
to give you more of their time.
RESIDUAL TEACH-IN
The Eight C’s of an Effective Elevator Pitch
Conceptual: Keep your talk relatively abstract; don’t
focus on a particular position; think “opportunity.”
Concrete: Use numbers and be specific where you can;
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don’t overwhelm your audience with detail, though.
Customized: Keep your audience in mind as you talk;
this is, in some measure, about their needs and
interests.
Consistent: While you think about your audience, make
sure you convey the key details in your basic message.
RESIDUAL TEACH-IN
How You Will Be Judged
Are you credible?
Are you sincere?
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Are you likeable?
Are you organized?
Are you confident?
Do you use the language well?
Are you respectful of others’ time?
Are you the sort of person they’d like to work with?
RESIDUAL TEACH-IN
Your Assignment
Assume that you have met and spoken (at least briefly)
with someone who is interested in knowing more about
your professional ambitions.
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Plan for a two-minute presentation (between 100 and
120 seconds elapsed time).
Introduce yourself, explain who you are.
Explain what your career ambitions are, near- and long-
term.
Show how your life experience, education, prior
employment, skills, and values have prepared you for
this search.
RESIDUAL TEACH-IN
Your Assignment
If it’s appropriate, offer a business card (don’t do that
for the classroom speaking exercise).
Say “thank you” for your conversation partner’s time,
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attention, and interest in your situation.
Find a pleasant, positive way to conclude the
conversation.
RESIDUAL TEACH-IN