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SKILL WORKSHOP
THE POWERFUL PRESENTATION
a) Innovative
b) Preliminary
c) Proliferation
d) Cinnamon
e) Specificity
f) British Constitution
g) Passive-aggressive disorder
h) Transubstantiate
PRONOUNCIATION
THE BRIEF AIM: To enable participants to understand communication and to present
effectively.
Concepts to be covered briefly….
Listening Communication Presentation
Average person speaks at 140 WPM
Average Person Listens at 400-600 WPM
Hearing Vs Listening
¶ The sounds and voices that one perceives with ones ear.
¶ A sincere intent and concentration
towards the sounds or speech that one is
subject to.
¶ This facilitates reasoning and
comprehension of different meanings.
Keys to effectivenessManage your own speaking
give headlines up front organize key points manage the limits -- keep on track seek feedback actively and
periodically
Keys to effectivenessMake Listening Interventions
paraphrase the content reflect the possible implications reflect underlying feelings invite further contributions make nonverbal listening responses
7 deterrents to listeningAssuming in advance….
Uninteresting too simple too complicated communications overload only the facts, the bottom line talking is assertive… listening,
passive daydreaming
Receiving messages10 rules for good listening
remove distractions eye contact smile/nod hear main point differentiate opinion and fact control emotions be patient
continued Take notes ask questions rephrase to check for understanding
Communication BarriersPerceptionNoiseEmotionsFilteringTrust & CredibilityNot ListeningTime & Place
Non-verbalsWhat do you see as the important
non verbal aspects of communication?
What do they mean? What kind of effect can they have?
messagesTotal Impact of a Message
words
facial expressions
vocal tones
When a message is both verbal and non-verbal, the nonverbal message may have more impact on the receiver than the words alone….
Words = 7% facial expressions = 55% vocal tones = 38%
Non-verbal Communication
Your Facial Expressions
Raise or knit your eyebrows, turn
corners of the mouth up and down,
drop your jaws, frown, smile, look
quzzical, thoughtful, angry bewildered
and a host of other expressions.
Your face is a powerful screen that
can project a lot of expressions.
You can raise or lower your voice
appropriately
you can whisper
you can laugh
speak swiftly or slowly
vary your tone, pitch and volume according
to the place you are in or the people you
are facing. Record your voice and check it
for clarity and improvement.
You are expressive and can reinforce your message dramatically.
Hands
Lifting your hands,
counting on your fingers,
describing shapes,
lifting imaginary weight,
make a fist, opening and
closing hands, etc.
Pointing a finger or using a finger to emphasize a point is disrespectful, dominating and rude.
Rather than jamming your hands into your pockets, putting them behind your back or fiddling with paper, pens or pencil, use them to
describe.
Look at yourself in a full-length mirror
Look at your feet. Do you normally rock backward and forwards on your toes? Do you bounce? Do you normally take small steps?
In you have a strange gait and slump Improve your posture by specific exercises for the back
POSTURE
HOW DO YOU DELIVER A GOOD PRESENTATION
TO AN AUDIENCE? Select a subject to deliver a
presentation on.This can be something which is
interesting to you, general knowledge points or something relevant to the company that you work for.
Prepare your presentation remembering the following key areas:-
The material needs to be interesting.You can include humour, but don’t
make it a stand-up routine, unless it is supposed to be one!
Do not be too complicated.Try to see both sides of the argument.
MATERIAL
DELIVERY
Your voice is crucial to keep the interest of the audience.
PACE
PITCH
PAUSE
VOLUME
EXPRESSION
LENGTHAlways leave them wanting more.Do not spend too long explaining
anythingBut do not be so brief that the audience
don’t get a chance to hear what you really want to say.
DEPORTMENTHow you stand is crucialBe relaxedWhat you look like is also a key element
in making the right impressionThe way you walkEye contact with audience
ForcesApply - Use what learned
Learn - Acquire knowledge or skills
“Log” - Convert to long-term memory
Recall - Access in memory
Retain - Hold in memory
Trigger - Remember; spark a thought
Who matters when?
who before during after
Strategies to use BEFORE
Set (and communicate) clear course objectives and expected results.
Work with course design advisory group composed of key or influential managers, target audience members and past course participants, to
establish or check content relevance.
Assess work environment to determine fit of proposed content to actual job setting, and to identify potential barriers to transfer.
Get the right people in the course--target and select participants based on established criteria for specific program. Screen or counsel out
others.
Talk to participants to increase their awareness of program purpose, content, and expected outcomes.
Gather background data on participants--prior experience, previous related training, current issues and needs, and receptivity to material.
Strategies to use DURINGConcentrate on a few, related, consistent concepts or skills, and make sure they
are learned well or mastered.
Establish buddy system during learning sessions
Tie content directly to job situation and bigger picture. Make relevance and applicability of content immediately evident.
Use variety of interactive techniques to stimulate participants and reinforce learning, such as: demonstrations, hands-on practice, role play, games and simulations, and problem-solving with real current or past problems.
Observe other participants in practice situations and give constructive coaching and feedback.
More for DURINGSolicit learners’ expectations at beginning of course.
Participants write learning contract or action plan, specifying what they will do to acquire, practice or apply skills, as well as resources needed, target completion dates and ways to measure plan accomplishment.
Release participants from normal work duties to attend training.
Teach learners “triggers” for using new skills or knowledge--when to use or do what they’ve learned--as well as what, how and why.
Some more for DURINGHave learners share personal, post-course action plans with another. Pairs
commit to checking progress with each other after training.
Test retention of learning through written or oral quizzes/tests, performance practice, exercises, case studies, or role play.
Physical facilities, supplies, equipment, reference materials and job aids used in training replicate those used on the job.
Provide opportunity to practice using skills in increasingly difficult situations.
Participate actively, constructively and positively. Be involved in learning.
Strategies to use AFTERSend follow-up evaluations to learners and/or their managers asking them to
note progress of learners on-the-job, and evaluate applicability of training content.
Observe participants back on-the-job, for evidence of learning and use of skills. Provide managers or others with suggestions on what and how to observe.
Monitor progress on the job through existing production or work reports. Publicize successes and results, noting how course participants compare
to others.
Ensure learners have necessary equipment and resources to perform as trained.
Institute an on-the-job reward or incentive system--that uses rewards learners value--to support use of new skills or approaches.
More for AFTERHave a “mystery shopper” test use of skills among program graduates.
Have “shopper” give immediate feedback or rewards, based on performance.
Provide methods or systems for on-going self-assessment.
Hold one-on-one consultations to reinforce learning.
Even more for AFTERSend follow-up evaluation form to participants a few months after course to
find out how applying what learned, and to gather their evaluation of course with perspective of time.
Send suggestions for further development to those participants needing additional help, or provide additional, structured on-the-job training, or
less formal on-the-job coaching.
Have participants plan and conduct training session to provide others with newly acquired skills or information.
In general: Better it fits, better it sticks Before
Clarify required end-point:recognition - familiarity - articulation - performance - mastery - fluency
During Use group settings when learning with others adds
valueexchange - multiple perspectives - interaction - demonstration - practice
Ensure “digestibility”
After Extend training/learning beyond classroom and into job
Facilitating Whiteboard ExercisesPlan the exercisesEncourage creativityLet it get messy Involve everyonePlay games
Enjoy Yourself!
If you don’t, no one else will!
Questions? Comments? Emotional Outbursts?
