49031392-the-art-of-questioning-and-communication-techniques-final-1 delivering message.pdf

8/14/2019 49031392-The-Art-of-Questioning-and-Communication-Techniques-final-1 delivering message.pdf

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CONVEYINGYOUR

MESSAGE


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ENTRY QUESTIONAIRE

How difficult was it for you to be an anti-illegal drug

crusader?

How necessary for you are these modules in your

advocacy?

How confident are you already of your own public

speaking skills?


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OBJECTIVES

1. Define all preparatory activites before

delivering a presentation.

2. Plan and develop effective presentations.

3. Demonstrative how to use effective

presentation techniques.


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COURSE CONTENT


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SESSION HOURS


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HOUSE RULES

Kindly:

Be on time.

Switch cell phones to silent mode.

Observe courtesy and respect for everyone.

Entertain calls during coffee break.

Be supportive and encouraging.


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MODULE 1


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1. BELIEVE IN YOUR TOPIC

The best way to begin your quest for a dynamic

presentation is to work on your self and how you

feel about the topic.


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2. BE YOURSELF

Be comfortable with the person

youve become, that confidence

simply radiates outward for all to

see.

It is external display of the inner

assuredness which sells you as

genuine.


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3. CHANGE MINDSET ABOUT

PUBLIC SPEAKING

For majority of people, the fear of

standing before an audience is

greater than the fear of falling,

burning, drowning or even death

itself.

Book of Lists


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3. CHANGE MINDSET ABOUT

PUBLIC SPEAKING

Be preparedHow do I

convey my

advocacyacross?

Practice,

Practice,

Practice.


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Obstacles toLearning


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OBSTACLES to LEARNING

1. Inability to hold audience attention, curiosity, and

interest.

2. Lacking clarity of information.

3. Obstructions in the ability of the audience to process

information.

4. Inability to transform experiences & intuitive

conclusions into useful knowledge.


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PREPARING YOURSELFDRESS FOR SUCCESS

Comfortable clothing.

Compatible with the color(s) of

whatever is behind you.

Solid in color or with a small, overall

pattern.

Bright (such as red tie) near your

face.

Similar to the most formal outfit you

expect audience to wear.


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A prominent CEO recently said, If people

only knew that it can take two years toundo one negative impression, surely

they would try harder.


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AVOID:

Excessive food and

caffeinated beverages.

Alcohol.

Over-the-counter medicines

that may make you drowsy or

hyper.


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REMEMBER TO BRING:

Your notepads or pages in duplicate.

Several handkerchiefs.

A small tape recorder and tape (if you want to record

the activity).

An emergency telephone number to call if youre

delayed or need direction when youreon your way to

the meeting hall.


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MODULE 2


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1. DEFINE YOUR PURPOSE


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OBJECTIVES(Where are we going?)

If you know where youre going, you have a

better chance of getting there.

Importance:

Trainees: guide as to what is expected of them at

the end of the course/module.

Trainers: guide to content and methodology of

instruction.


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PARTS OF AN OBJECTIVE

Performance (Behavior)

What should the learner be able to do?

(hard and clear action verbs)

Condition

What will the learner be allowed to use?

What will the learner be denied?

(time factor, details of materials, equipment and

information)


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PARTS OF AN OBJECTIVE

Criterion

How well performances have to be done?

(quality, quantity, speed, accuracy in accordancewith some manual)


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SAMPLE OBJECTIVES

Given a film, self-study materials and tutor

explanation, trainee will be able to:

Write correct objectives and correct incorrectlywritten objectives

Prepare test items

Describe feedback

In accordance with the set criteria


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2. KNOW YOUR AUDIENCE

Age

Education

Personal beliefs

Occupation

Socio-economic status

Ethnic origin

Gender

Knowledge of the

subject

Attitudes toward the

subject


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KNOW YOUR AUDIENCE

Once you know more

about them, you canfigure out how to

motivate them to listen


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3. RESEARCH AND STRUCTURE

YOUR MATERIAL

Steps:

Gather Materials

Select Materials

Structure the Presentation


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SOURCES OF MATERIALS

Our own experience

Colleagues, family and friends

Books

Seminars and trainings attended

Journals, magazines and newspapers

Electronic database

Original research


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STRUCTURING A FORMAL

PRESENTATION

Introduction

Should be brief and direct to the

point

Designed to arouse interest and

curiosity

Designed to motivate the listener


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PRESENTATION

Body

Developed in logical steps. Use:

Illustrative examples

Anecdotes

Instructive demonstrations

Visuals

Allow time for question and discussion


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PRESENTATION

Conclusion

Give a brief recapitulation

Some indication of where do

we go from here


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CLOSING OPTIONS

Pick-up the point you started the presentation

with

A challenging call to action

A question for the audience to think

A relevant witticism or good joke


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MORE POINTS: ON STRUCTURING

Get audiencesattention

Introduce the key point(s) of the presentation

Establish audience rapport

State the benefits to be gained

Create anticipation for the rest of thepresentation


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4. WRITE YOUR PRESENTATION

Content should be:

Suitable

Logical

Clear and Concise

To the point

Well illustrated by examples

Related to audience expectations


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Think of your aim as your

final destination, and

your presentation as the

journey.


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LESSON PLAN

A guide for each particular

unit of instruction

A basis for effective

instruction

Contains the elements of

what to teach and how to

teach it


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LESSON PLAN CONTAINS THE FF:

LESSON OBJECTIVES:

What is to be learned

Special skills to be developed

Standard of performance excellence

ELEMENTS INVOLVED:

List of topics to be presented

(Materials or subject matters included)


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TIME DESIGNATION:

Amount of time alloted to each major topic

Consideration should be given to the method ofpresentation

EQUIPMENT:

Equipment, materials and supplies


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TRAINERS ACTION:

Responsibilities and teaching techniques for

presenting the knowledge and activities involved

TRAINEES ACTION:

Anticipated and desired response to instruction

Reasonable estimate of practice and discussion

needed

Include the checking of trainees understanding of the

subject


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EVALUATION:

Means and programs to evaluate trainees

understanding or accomplishments

Includes standards of learning and proficiency

expected


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5. SELECT APPROPRIATE

METHODOLOGIES AND MATERIALS


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PRESENTATION METHODOLOGIES

Lecture

Question and Answer

Discussion with Expert

Plenary Discussion

Small Group Discussion

Brainstorming

Debate Discussion


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Assessment Sheets

Group Feedback

Perception Exercises

Picture Making

Case Study

Business Simulations

Role Playing

SLEs

Field Trips & Observations

Audio-visual Aids


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HANDOUTS

Reasons for Handouts:

Increase retention

Emphasis on a concept

Create visual image

Provide back to work resource

Save from note taking


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FOOD FOR THOUGHT

A failure to feel even a twinge of stage

fright when preparing to speak before a

strange audience might indicate a

physiological dysfunction on your part.

It is both physiologically and

psychologically natural to feel some degree

of nervousness.

-James E. Sayer

Guide to Confident Public Speaking


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DOS AND DONTS FOR THE TRAINER

DOs

Do maintain eye contact with the participants

Do be aware of audiences cues for breaks,

explanations or fuller discussion

Do pay attention to such physical factors as

room temperature, outside noise, and noise

from chairs


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DOS...

Do start on time

Do give complete directions when giving

assignments

Do allow time to develop skills

Do check supplies and audio-visual

equipment before your session begins

Do establish program objectives from the

beginning


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DONTS...

x Dont include too many people for group

exercises

x Dont hesistate to say I dont know on theassumption that you have to be an expert

x Dont expect to reach the skill or attitude level

of learning from a lecture. Aim for the

awareness or understanding level


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DONTS...

x Dont be afraid to ask questions

x Dont be afraid of silence while youre waiting

for answers to questions

x Dont rely on technical jargon

x Dont talk down to participants

x Dont openly criticize yourself or others

x Dont criticize either personx If conflict persists, call a break and talk to the

participants directly, asking that disagreement

be omitted


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WANDERER

Glance at your watch, politely interrupt, thank

the person for the thought but suggest that

time is short and the group must return to theissue

Do not let the wanderer carry on too long or

you may lose the entire group

Be courteous but firm


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CLASHING PERSONAL ITIES

Do not allow tempers to flare

Suggest that each opinion may be correct but

emphasize the point of agreement

Acknowledge that opposing views are healthy

and can be constructive but divorce the

comment from the individual


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SILENT PERSON

Seat the person in front so that the person

can be close to you

When you see a twinkle in the eyes, call for a

comment

Give moral support

Thank the person for the comment


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SILENT PERSON

Praise the person when the person answers

to lift the morale and self-confidence

Dont seat the person along side an

argumentative or talkative person


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GRIPER

Determine the basis of the complaints

Channel the negative into a positive whenever

possible

If criticism concerns an item that cannot be changed,

point this cut

If this fails, privately discuss the problem with the

person

As a last resort, let the person withdraw from the

program


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TALKATIVE

Deal with the individual firmly but fairly

Consistently ask the individual to back up

opinions/comments

Direct to the rest of the group the ideas

presented and ask the groups opinion onwhat is being said

KEEP CONNECTED WITH


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KEEP CONNECTED WITH

YOUR AUDIENCE

HANDLE THE AUDIENCE


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HANDLE THE AUDIENCE

KNOW IT ALL

Dont embarass the person or be sarcastic

Dont make him look bad

Disagree agreeably

Privately and tactfully suggest that the

offender should give others a change

Assign him other roles to keep him busy


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You bel ieve the room is too hot , co ld orunvent i lated

Before you begin, privately ask the events

sponsor if the problem can be solved or

lessened

If the problem persists, give a shortened

lecture/speech


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You bel ieve one or two hecklers

Dont argue with them (depending on your

assessment of the situation)

Wait for a moment, audience peer pressure may

silence your disrupters

Acknowledge the dissenters

Ask the dissenters to meet with you later

Ask security officerts to escort the disrupters out of

the meeting area


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You need to cough , sneeze, or c lear

you r throat

Turn away from the microphone, go

ahead and cough

If necessary, take a sip of water before

you begin again


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Your nose star ts to run

Say excuse me turn away from the microphone

and blow your nose

Dont be dainty or youll have to do it again soon

Turn back to the microphone and continue your

speech/lecture

Bring 2 or 3 handkerchiefs with you just in case


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You r hands shake

Rest them on the lectern, but dont grip it


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You r knees Wobb le

Nothing, if youre behind a lectern, no one can

see

If youre at the head of a runaway, walk

around a bit, the shaking will stop


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HUMOR

Make sure your humorous material relates

directly to the point of your speech

Consider using a funny anecdote or quotation

from a famous person. Credit your choice


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HUMOR

Dont make others the object of your jokes.

Aim fun at yourself

Steer clear of any so-called humor based onprejudice about ethnic groups, religions,

nationalities, gender, politics, sex


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EMERGENCY MEASURES

DURING DELIVERY

1. You Persp ire Profusely

Wipe your face with a handkerchief

Do it firmly, dont dab

Avoid using a tissue, it may stick to your face

HOW TO LISTEN


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HOW TO LISTEN

Remain neutralDo not give advice, agree or

disagree, criticize or interrupt

Give your complete attentionLet him know

you are listening, nod your head

Ask about the participants statement Dig

out information, invite the participants to tell

everything

HOW TO LISTEN


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HOW TO LISTEN

Restate the participants main pointsLet theparticipants hear exact words restated by you.

This prompts the participants to stick to the

facts and to think intelligently

Put the participants feelings into wordState

what feelings seems to be. When theparticipant hears them voiced by you, the

participant evaluates and tempers them


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HOW TO LISTEN

Get AgreementSummarize what you have

both said. Encourage the participant to

suggest the next course of action

O


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MODULE 3

PRACTICE YOUR PRESENTATION


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PRACTICE YOUR PRESENTATION

PRACTICE


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PRACTICE

Pleasant, appropriate appearance

Effective use of body languagenature and open

gestures

Well-paced delivery style with effective use of the

pause for emphasis and reinforcement

A well-pitched voice, loud enough to be heard well

AVOIDING PITFALLS


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AVOIDING PITFALLS

Beware of:

Insufficient time to produce visuals

Photocopied or typed text

Numerous different typefaces

Insufficient time to practice

Reading from the screen

EMPLOY EFFECTIVE


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EMPLOY EFFECTIVE

PUBLIC SPEAKING SKILLS

Use words that would communicate to everyone

Select mode of expression best adapted to your

abilities and to the situation

Make effective use of posture, movement,

gesture, eye contact and facial expression

ON BODY LANGUAGE


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ON BODY LANGUAGE

Genuine enthusiasm and sincerity

Effective eye contact with the audience

Natural and relaxed style that would put the

audience at ease

ON BODY LANGUAGE


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ON BODY LANGUAGE

AVOID

Learning on the lectern

Rocking or swaying

Standing poker straight and immobile

Using only 1 gesture

Crossing your arm in front of your chest


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WHY DO WE USE VISUAL AIDS

Help towards easier understanding

Bring out series of facts leading to a

conclusion

Bring out points that need to be emphasized

Present complex processes

Show in outline form the growth of a complex

idea


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CHARACTERISTICS OF A GOOD VISUAL

Simple, accurate and legible

Colorful and attractive

Manageable and easy to use

Appropriate

Worth the cost

Pleases the sensesnot offend

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Visual Aids: any

device which can beseen by the group

and help the trainer

in putting across

his/her materials ora form of appeal to

the eyes which help

people to learn

00.5

11.5

22.5

33.5

44.5

Series 1

Series 2

Series 3

Sales

1st Qtr

2nd Qtr

3rd Qtr

4th Qtr

USING CHARTS AND GRAPHS


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USING CHARTS AND GRAPHS

Essential data only

Accurately represent figures

All numbers and calculations correct

Must speak for itself

00.5

11.5

22.53

3.54

4.55

Series 1

Series 2

Series 3

USING COLORS AND FONTS


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USING COLORSAND FONTS

Men prefer violet, dark blue, olive green and

yellow

Women recall best dark blue, followed by olivegreen, yellow, and red

Blue seems to be the favorite color of most people



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Choose VERDANA, TIMES NEW ROMAN OR

ARIAL which is easier to read

Choose 28-32 font size for maximum visibility



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Initial attention span per visual = 8 secs.

Increases to 11 secs. with color

Photo background to 16 secs.

2-3 color enough except for photos and videos

FLIP CHARTS/WHITEBOARD


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Tips:

Bulldog clips will hold used pages

Pre-scored pages can be torn off neatly

For fast access, tear off corner of previous

ones or place post its on the edge of page

Light pencil notes on sides for you

A border around your pages can add impact

AVOIDING PITFALLS


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AVOIDING PITFALLS

Beware of:

Too many words

Sentences rather than key words

Numbers without diagrams/graphs

Unnecessary logos, names, dates

Illegibility, untidiness, misspelling



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Beware of:

Writing/colors difficult to see

Turning your back while writing

Producing amateur visuals

Using flipcharts with teams overexposed to it



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Tips:

Stay on right side

Make sure there is enough clean sheets

Have appropriate flip chart/white board pens

Letters should at least be 1 tall

Black or blue ink is clearest for text

Restrict to the top two-thirds and right two-

thirds of sheet for visibility


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Be prepared tocontinue without

visual aids incase of

mechanical

failure

OPAQUE/OVERHEAD PROJECTOR


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Q

Tips:

Use masking tapes to avoid glare on edges

Focus by laying coin or pen in center

Stand to the right of the projector

Look at machine not the screen

Place underneath transparency

Use pencil or pen as pointer

Have system for keeping used/unused OHTs Check whether OHP has two bulbs installed

Check machine before start, get spare bulb and

learn to install



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Q

Beware of:

Need for power

Occasional breakdown of equipment

Noisy fans inside the machine

Lens blocking teams view

Used with lights on



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Q

Tips: Use OHP pens to add color

Use horizontal or landscape, not mixture

Check for readability

Use beaded screen, top tilted, bottom 4 from

floor

White card over lamp

Use it or lose it

DVD/VCD PLAYERS


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Suitability sized television screenAudience Size Monitor Size

Under 10 19 Inches

11-25 25 inches26-75 4-6 feet

Tuned into right channel

CD set at the right place

DVD/VCD PLAYERS


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Beware of:

Frequently copied tapes Long clips of video

Video Tips:

Check equipment before hand Present volumes

Check quality of picture

Cue your videos before using

Check darkness of room

Always have a spare tape

Always introduce film

Always have an activity after viewing

LCD PROJECTOR/LAPTOP COMPUTER


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Before a presentation Have you got the following:

Duct tape to tape leads to the floor

Two disks or CDs of your presentation

Another laptop in case or an alternate

Access details for a visual aid expert?

Alternative means of presentingOHP or HO



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Before a presentation Have you got the following:

Laptop, mains cable and back-up battery

Cordless mouse

Projector

Extension cord with several power sockets

Connector cableprojector to laptop



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Before a presentation Check, check and recheck your equipment

Is it working?

Can you cope if it fails?

Run laptop from main power

Take extension cord with several sockets

Work on computer screen without team seeing



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Buy a cordless mouse or use a colleague so

that you are free to move around

Make notes of slide transitions

Remove slides that are not relevant

Print presentations out on pagesblack andwhite view

BASIC PRINCIPLES IN PLANNING/

ORGANIZING CLASSROOMS


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Adequate space

Maximum viewing

Line of sight viewing Size of screen: 1:6

Place screen not under light

Test light system before class

Check for distraction

BASIC PRINCIPLES IN PLANNING/



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When setting up projectors

Fill the whole screen

No blocks to trainee view

Clear path to screen

Little operation noise

CLASSROOM LAY-OUTS


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Chalk Board

X

Possible lay-outs for classroom study, lecture or discussion

Projector

X

CLASSROOM LAY-OUTS


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Possible lay-outs for case study (group work

on projects) technique

A B


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Questions?


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End of Presentation

49031392-the-art-of-questioning-and-communication-techniques-final-1 delivering message.pdf

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