Transcript Communication - Presentation

Communication
[Your Name}
Troop Guide
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Communication
Provide ground rules:
• Hand out learning objectives
• Encourage note taking
• Handouts of key points will be
distributed at the end
• Feel free to ask questions at any
time
1A
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Learning Objectives
Upon completion of this presentation you
will:
• Relate the experience of the
‘Communication Trap’ game to basic
principles of communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers
to communication
• Practice some of the skills of effective
instruction
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Learning Objectives
Upon completion of this presentation you
will:
• Relate the experience of the
‘Communication Trap’ game to basic
principles of communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers to
communication
• Practice some of the skills of effective
instruction
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2A
Communication Game
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Communication trap game
• Introduction to game
• During today's fast pace world we communicate in different
ways.
• During this game “communication trap’ each patrol member
will experience various roles in the process.
• The task will be to move as many members through the
corridor of mouse traps as possible in five minutes.
• Supplies:5 mouse traps, 5-10 bean bags, 1 toy cell phone, 5-8 blindfolds,
2 15-foot ropes per patrol.
• Setup: Using 2 15-foot length of ropes, create a narrow
corridor between 2 to 3 feet wide. Distribute the mouse
traps and beanbags randomly across the length of the
corridor at varying distances from the sides of the corridor
so that there are obstacles that need navigation around. Put
the cell phone somewhere in the middle of the corridor.
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3A
Communication Game
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How to play
• Your goal as a team today is to move as many members through
the corridor of obstacles as possible in five minutes.
• One patrol member will be selected as the primary communicator,
while the others will be blindfolded and guided through the task.
• Members of the team can only talk to the communicator by using
the special cell phone in the course.
• Setbacks come if you trigger a mouse trap or step on a beanbag.
• If you experience a setback you must stand still for 30 seconds. If
the primary communicator can guide you to the cell phone in the
middle you can remove your blindfold and discuss strategy with the
communicator for 30 seconds. At the end of 30 seconds you must
put back on your blindfold and continue the challenge.
• Once you have made it through the corridor you may remove your
blindfold and assist in helping the rest of your team mates navigate
the maze of mouse traps. You may not re-enter the corridor but
must stay at the end with the primary communicator.
• REGROUP for Debriefing
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Communication Game
5
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Debriefing questions
• What communication challenges did you face as a
team?
• How did this game simulate an actual team situation?
• Did you trust your leader?
• What sorts of barriers to success could the mousetraps
represent?
• What types of communication were used in this game?
• How could you have communicated more clearly?
• Do you think the first team member or the last team
member had an easier time working through the
maze?
BOARD THE RESPONSES
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5A
Forms of Communication
Baden Powell’s gravestone
Trail Symbol: “I have gone home”
Wood Badge beads
The Gilwell Gazette and daily syllabus
BSA uniform, patches
Silent Signals
Are these effective?
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Forms of Communication
• Gilwell song
• The circle with the dot in it…on Baden-Powell’s
gravestone (the trail symbol for “I have gone
home”
• BSA uniform, patches, Wood Badge beads
• Wood Badge icon
• The Gilwell Gazette, Wood Badge newspaper,
including the schedule of the day
Q: What do these forms of communication have in
common? Board the responses on flipchart
A: They are all non-verbal forms of communication.
Discuss:
What messages they convey?
Are they effective or not?
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6A
Verbal
Communication
What makes for effective
verbal communications?
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Verbal Communication
What makes for effective verbal communications?
Discuss: In Living the Values, everyone had the
experience of observing John F. Kennedy and
Martin Luther King deliver speeches –that is, using
verbal communication.
Q:What were some of the things that made
those speeches effective?
•Board their responses
•Then turn this page and review the schooled
answers.
•Refer back to the board where theirs matched the
schooled answer
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Effective Traits of Verbal
Communication
• Important message
• Affects the lives of the listeners
• Authoritative speaker
• Speaker believes in the message
• Straight to the point
• Highly skilled speaker
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Effective Traits of Verbal Communication
•The messages were of importance
•The messages presented visions that could affect
the lives of the listeners.
•The speakers established themselves as
authorities. They conveyed the sense that they
knew what they were talking about
•The speakers believed in what they were
presenting
•The speakers got to the point. They did not waste
the time of the listeners.
•The speakers used personal skills of speaking,
body language, tone of voice, charisma to get their
points across
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Effective
Communication
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Effective
Communication
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9A
ATTENTION!
A Scout has just run up
to our group and
delivered this message:
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ATTENTION!
A Scout has just run up
to our group and
delivered this message:
Flip this page
now….
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10A
First Aid Medical Emergency Form
Who: Philmont Expedition 7-30F
Eight Scouts, two adult leaders
What: Bear attack. Two Scouts Mauled.
Where: Lovers’ Leap Camp.
When: One hour ago.
Why: We need assistance.
How: Bring an ambulance, medics, and
first aid supplies. A really big bear
trap could also prove useful.
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First Aid Medical Emergency Form
Who: Philmont Expedition 7-30F, Eight Scouts, two adult leaders
What: Bear attack. Two Scouts Mauled.
Where: Lovers’ Leap Camp.
When: One hour ago.
Why: We need assistance.
How: Bring an ambulance, medics, and first aid supplies. A
really big bear trap could also prove useful.
Pretend for a moment that this message is real.
Q: What is its impact?
Q: Does it grab your attention? Why?
Q:What are its strengths and weaknesses as a
form of communication? Board their responses
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Mandatory Components of
Communication
• A sender
• A message
• A receiver
What if any one of
these is missing?
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Mandatory Components of Communication
Interesting fact: Communication comes from the Latin
word “communis” meaning understanding.
Aristotle broke down communication into three parts:
• A sender
• A message
• A receiver
That was over two thousand years ago, and it is still
true today. It applies to all forms of
communication—spoken, written, music, film, even
pantomime.
In a way, Aristotle’s theory even applied this morning
in the Zulu Toss Game:
Think of the balls as messages. The game has
senders who are trying to toss their messages to
others—the receivers.
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Effective Listening as a
Communication Tool
Good communication
• Begins with “effective listening”
• Is a two-way process
― Audience listens to the speaker
― Speaker listens to the audience
• Engages the minds of the receiver as
well as the sender
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Effective Listening as a Communication Tool
Good communication begins with good listening, both on
the part of the receiver and on the part of the sender. In
“Effective Listening” we discussed the importance of
paying attention to what others are saying, their body
language, etc.
The most effective communication provides what the
listeners need in a manner that engages their minds. It
also engages the minds of the senders of the
information. Whether they are communicating with one
person or one thousand, they “listen” to their audiences
by paying attention to the spoken and unspoken signals
that indicate whether the message is getting through.
Communication, then, is a two-way process. Both the
sender and the receiver have responsibilities to make it
happen. Feedback from the receiver helps guide the
sender.
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Effective Listening
Sender:
Ask, Explain, Acknowledge, Check,
Use and observe body language
Receiver:
Listen, Question, Understand
Who is responsible for effective communication ?
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Effective Listening
• Who’s job is it to communicate effectively?
• Both parties are responsible for making it effective.
• The sender of information must:
- Ask questions, to learn needs and identify communication blocks
- Explain the information
- Acknowledge the receiver’s need and experiences
- Check understanding
- Use and observe body language
• The receiver must:
• - Listen attentively
- Question everything that is not clear, or restate to make sure
- Understand
• Both parties are responsible for effective communication, and
cannot blame the other.
DO NOT TURN SLIDE
Engaging the Audience: Say in a nervous but sincere voice: “I want this
presentation to be a success. If it doesn’t seem to be going well, could
you let me know? If it’s not working, let’s do something about it and try
to make it better.” Pause and look at the reaction - NOW TURN THE
SLIDE
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Engaging the
Audience
“What do you want?”
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Engaging the Audience
“What do you want?”
Ask: When I ask you that question, how do you respond? How does it make you feel as a
listener, receiving information? Uncomfortable? Included? More engaged in the process?
Have you ever had a speaker ask you that? Or a teacher or an employer or anyone else
conveying information to you? Probably not. Most of the time we as speakers, teachers,
Scout leaders, and supervisors have a preconceived notion of how a presentation will go. The
speech is written out, the presentation is all prepared, and we’re going to push through it no
matter what. If there is printed material or PowerPoint slides to accompany the presentation,
we can feel even more locked into a one-way street approach to communicating.
“What do you want?” It is the most important question in communication. We want knowledge.
We want to learn a skill. We want to understand something.
A speaker may not actually verbalize that question to an audience. But by having the question
in mind, the speaker is going to be more aware of how an audience is responding, and thus
more likely to open up a presentation and adjust it to better fit the needs of the receivers.
“What do you want” If this is an unusual question for speakers to ask adults, think how rare it
is for us to ask it of young people. So often we are sure we know what is best for them and
we forge ahead without taking notice of the audience—the Scouts in our units, the young
people in our lives.
Effective communication must be two-way. If we don’t know what other people want,
there is little chance we can provide the information they need.
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Barriers to
Effective
Communication
What are barriers to
effective communication?
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Barriers to Effective Communication
We have all received phone calls from
telemarketers.
Most of us hate them. But Why?
Q:What are the barriers to effective
communication that a telemarketer must
overcome?
•Board their responses
•Then turn this page and review the schooled
answers.
•Refer back to the board where theirs matched the
schooled answer
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Barriers to Effective
Communication
• Lack of common ground
• Lack of sincerity
• Lack of authority
• Lack of clarity
• Poor presentation skills
• Lack of receptiveness
• Environment
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•
Lack of common ground: The telemarketer knows nothing about us and is aware
of no shared interest except that we have a telephone and we probably have a
credit card.
• Lack of sincerity: The telemarketer is probably interested only in making a sale,
not in out long-term satisfaction with a product or service.
• Lack of authority: The telemarketer is probably hired simply to make the calls and
read a script. We suspect that he or she is probably unqualified to answer
questions of substance about the product.
• Lack of clarity: The telemarketer may exaggerate, blur the truth, fail to mention
weaknesses of a product.
• Poor presentation skills: Telemarketers may badger people, argue with them, or
be bored, distracted, barely there.
• Lack of receptiveness: A telemarketer is not receptive to any needs we may have
other than the desire for the product or service. Any discussion that isn’t leading
toward a sale is considered wasted time.
• Environment: Telemarketers disrupt our personal or family time, often calling
during the dinner hour. This intrusion into our home environment generally makes
people less receptive to their message than if they were to receive that same
message in the mail, for example
Even with all these drawbacks, telemarketing is successful frequently enough for many
companies to invest millions of dollars in it. Just think how powerful communication
can be when people take the time to overcome these barriers.
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What are ways to assure
good communication ?
Good
Communication
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Ways to Assure Good
Communication
Q: What are ways to assure good
communication
• Board their responses
• Then turn this page and review the schooled
answers.
• Refer back to the board where theirs matched
the schooled answer
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Ways to Assure Good
Communication
• Common
Ground
• Sincerity
• Authority
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Ways to Assure Good Communication
•
•
•
Common Ground
An important point of the Who Me Game last evening was to learn
something about the people in your patrol. The more we know about one
another, the greater is the common experience that we share and the
easier communication becomes.
Sincerity
A speaker must care about the message and care about the receiver
of that message. Otherwise there is no point in passing it along.
Authority
A speaker should know what he or she is talking about. Even more
important though, is the willingness to learn along with a group. A
Scout leader who knows nothing about constellations can bring a
star chart along on a campout. “I can’t tell the difference between
the Big Dipper and the moon” he explains, “but I’d sure like to
learn. Let’s figure this out together. While his technical skill in this
particular area may not be high, his ability as a communicator
permits him to maintain his authority as he engages the Scouts in
an interesting and worthwhile learning experience.
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Ways to Assure Good
Communication
• Clarity
• Good Presentation Skills
• Receptiveness
• Environment
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Ways to Assure Good Communication
• Clarity: Speakers who care about their messages and care about
their audiences are likely to communicate with clarity. Trying to
hide part of a message or twist the truth leads to fuzziness and
confusion.
• Good Presentation Skills: We may have nervous habits that get
in the way of conveying a message. Perhaps we speak too
quickly or too slowly. We might be able to improve eye contact, or
do a better job with body language. Receiving feedback from
interested listeners can help any speaker become more effective.
• Receptiveness: What does an audience want? How are they
responding to a presentation? If things aren’t going well, are we
willing to ask what we might do differently?
• Environment: The comfort of an audience can have a large
impact on their ability and willingness to listen well. Consider the
setting in which you will make a presentation or lead a discussion.
Consider the temperature, distractions, lighting as well as seating
arrangements and ways to enhance the physical comfort of
audience members.
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Effective
Communication
and the
Teaching of Skills
How did we use effective communication
to teach you how to make your woggle?
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Effective Communication and the Teaching of Skills
An important use of effective communication is the teaching of skills. Scout
leaders do this all the time. So do supervisors at the job, co-workers,
community volunteers…in fact, just about everybody is called upon now and
then to teach someone else how to do something.
Yesterday someone taught you how to tie a woggle. What was the process?
Lead the group in a brief discussion of how they perceived the teaching of
woggle tying to have occurred. The group can provide feedback on the
teaching techniques. What are the strong points? How might it be improved?
Q: How did we use effective communication
to teach you how to make your woggle?
•Board their responses
•Then turn this page and review the schooled answers.
•Refer back to the board where theirs matched the schooled answer
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Effective Communication
and the Teaching of Skills
• It was hands on!
• You could see the goal (finished woggle)
• There was a handout of the process
• Employed multi-media
• Leader demonstrated the process
• Communication was verbal, visual, and tactile
• Leader allowed you to make benign mistakes
• Leader was generous with support and praise
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Effective Communication and the Teaching of Skills
•It was Hands-on. Everyone had a cord from the beginning and was
actively involved in the process
•There was a finished woggle on hand so that the participants could see the
goal they were learning to achieve
•There was a hand-out with diagrams showing the steps of the process—a
multi-media approach to skills instruction
•A leader demonstrated the process. As he did, participants followed along,
doing it themselves. The communication was verbal, visual, and tactile.
•The leader let each participant work through each step, allowing everyone
to make mistakes and to figure out corrections. However, if a participant
went too far afield, the leader would gently bring him back to the correct
method, thus avoiding too much frustration.
•The leader was generous with support and praise.
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Teaching a skill involves four
very clear steps
Skills learning
1.
2.
3.
You Explain how to do the skill.
You Demonstrate how to do the skill.
You Guide others to do the skill, providing ongoing
feedback.
4. You Enable others to use the skill, providing them
with the time, materials, and opportunity to use
the skill successfully
Explain, Demonstrate, Guide, Enable……The first
letters of those words spell EDGE. This teaching
method is called the Teaching EDGE™. The
Teaching EDGE™ is how we teach every skill in the
troop and outside of scouting whenever you are
called upon to teach something.
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Teaching a skill involves four
very clear steps
Skills learning
1. You Explain how to do the skill.
2. You Demonstrate how to do the skill.
3. You Guide others to do the skill,
providing ongoing feedback.
4. You Enable others to use the skill,
providing them with the time,
materials, and opportunity to use
the skill successfully
Discuss: How do communications skills fit in with the 4 Steps
of Advancement
This could lead to a discussion of good communications as a
tool of skills instruction
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Great Leaders
Are
Great Communicators
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Great Leaders
Are
Great Communicators
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Summary
Communication is:
•
•
•
•
•
•
•
A tool of leadership
Essential to effective teams
Happens in the “common ground”
Should be clear and concise
Sender/receiver consider each other
Is written, verbal, and non-verbal
Feedback is a gift
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Summary
Communication is:
•
•
•
•
•
•
•
A tool of leadership
Essential to effective teams
Happens in the “common ground”
Should be clear and concise
Sender/receiver consider each other
Is written, verbal, and non-verbal
Feedback is a gift
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25A
Learning Objectives Review
Upon completion of this presentation you
will:
• Relate the experience of the Zulu Toss
game to basic principles of communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers
to communication
• Practice some of the skills of effective
instruction
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Learning Objectives Review
Upon completion of this presentation you
will:
• Relate the experience of the Zulu Toss
game to basic principles of
communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers
to communication
• Practice some of the skills of effective
instruction
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26A
Thank You !
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