Transcript Communication - Presentation

Communication
Insert
your
Totem
here
Your Name
Troop Guide
N5-347-11-1
Communication
Provide ground rules:
• Distribute handout
• Encourage note taking
• Feel free to ask questions at any time
N5-347-11-1
1A
Learning Objectives
Upon completion of this presentation you will:
• Relate the experience of the Communications
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 skills of effective instruction
N5-347-11-1
2
Learning Objectives
Upon completion of this presentation you will:
• Relate the experience of the Communications
Trap game to basic principles of
communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers to
communication
• Discuss some skills of effective instruction
N5-347-11-1
2A
Communications Traps
Debrief:
•
•
•
•
What did you experience as a team?
What barriers could the obstacles represent?
Could you have communicated more clearly?
Did first or last team member have easier
time?
N5-347-11-1
3
Communications Traps
Debrief:
•
•
•
•
•
•
What challenges did you face?
Did this simulate an actual team situation?
Did you trust your leader?
What barriers could the obstacles represent?
Could you have communicated more clearly?
Did first or last team member have easier
time?
N5-347-11-1
3A
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?
N5-347-11-1
4
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: Some of these are non-verbal forms of
communication.
Discuss:
What messages they convey?
Are they effective or not?
N5-347-11-1
4A
Effective
Communication
N5-347-11-1
6
Effective
Communication
N5-347-11-1
6A
ATTENTION!
A Scout has just run up
to our group and
delivered this message:
N5-347-11-1
7
ATTENTION!
A Scout has just run up
to our group and
delivered this message:
Flip this page now….
N5-347-11-1
7A
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.
N5-347-11-1
8
First Aid Medical Emergency Form (Philmont Format)
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
N5-347-11-1
8A
Basic Blueprint of Communication
• A sender
• A message
• A receiver
What if any one of these is missing?
N5-347-11-1
9
Basic Blueprint of Communication
Aristotle broke down communication into three parts:
• A sender
• A message
• A receiver
That was over 2000 years ago, and it is still true
today. It applies to all forms of communication—
spoken, written, music, film, even pantomime.
What if any one of these is missing?
N5-347-11-1
9A
Effective Listening as a
Communication Tool
Good communication:
• Begins with “good listening”
• Engages the minds of the receiver as
well as the sender
• Is a two-way process
 Audience listens to the speaker
 Speaker listens to the audience
N5-347-11-1
10
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 “Listen to
Learn” 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.
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
N5-347-11-1
10A
Engaging the
Receiver
“What do you want?”
N5-347-11-1
11
Engaging the Receiver
Ask: When I asked you that question, how did you respond? How did 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.
N5-347-11-1
11A
Barriers to
Effective
Communication
What are barriers to
effective communication?
N5-347-11-1
12
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
N5-347-11-1
12A
Barriers to Effective
Communication
• Lack of common ground
• Lack of sincerity
• Lack of authority
• Lack of clarity
• Poor presentation skills
• Lack of receptiveness
• Environment
N5-347-11-1
13
Barriers to Effective Communication
• 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.
N5-347-11-1
13A
Barriers to Effective
Communication
• Lack of common ground
• Lack of sincerity
• Lack of authority
• Lack of clarity
• Poor presentation skills
• Lack of receptiveness
• Environment
N5-347-11-1
14
Barriers to Effective Communication
con’t
• 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.
N5-347-11-1
14A
Good
Communication
What are ways to assure
good communication ?
N5-347-11-1
15
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 matches
the schooled answer
N5-347-11-1
15A
Ways to Assure Good
Communication
• Common Ground
• Sincerity
• Authority
• Clarity
• Good Presentation Skills
• Receptiveness
• Environment
N5-347-11-1
16
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:
Why can sincerity make a difference in our efforts to communicate with
other? 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:
Ideally a speaker should know what he or she is talking about. There will
be times, though, when a speaker is not an expert in a subject. What
becomes important then 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.
N5-347-11-1
16A
Ways to Assure Good
Communication (con’t)
• Common Ground
• Sincerity
• Authority
• Clarity
• Good Presentation Skills
• Receptiveness
• Environment
N5-347-11-1
17
Ways to Assure Good Communication (con’t)
• 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:
What are some presentation skills you’ve seen during this course that
enhances communication? Can you suggest a few presentation
methods that can interfere with good communication? 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. It’s also important to
devote sufficient time to preparing the messages we intend to present.
N5-347-11-1
17A
Ways to Assure Good
Communication (con’t)
• Common Ground
• Sincerity
• Authority
• Clarity
• Good Presentation Skills
• Receptiveness
• Environment
N5-347-11-1
18
Ways to Assure Good Communication (con’t)
• Receptiveness:
How can a speaker tell what his or her audience want? How can you
assess the way your listeners are responding to a presentation? If
things aren’t going well, are we willing to ask what we might do
differently? Later this week we will discuss ways to provide effective
feedback. Receiving feedback from interested listeners can help any
speaker become more effective.
• 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.
N5-347-11-1
18A
Communication
in a
Digital Era
Today’s youth are masters of this!
But there are issues we must be aware of,
and teach our youth to watch out for…
N5-347-11-1
19
Communication
in a
Digital Era
Today’s youth are masters of this!
But there are issues we must be aware of,
and teach our youth to watch out for…
How many of you use e-mail?
Send text messages? (text)
Blog or read blogs?
Who has a Facebook account?
Uses Twitter?
N5-347-11-1
19A
When Communicating with
Scouts or adults via e-media:
• The responsibility for anything you write is
yours alone.
• Be Authentic
• Consider Your Audience
• Exercise Good Judgment
• Respect Copyrights and Fair Use
• Remember to Protect Personal Information
N5-347-11-1
20
Rules for Communicating with Scouts or adults via e-media:
1. The responsibility for anything you write is yours alone.
Oren Michaels, CEO of Mashery.com, explains that “people tend to interpret
having the ‘right’ to express themselves online as implying a lack of
consequences when they say stupid things.” That is NOT the case!
You need to take responsibility for what you write, and exercise good
judgment and common sense.
2. Be Authentic.
Always include your name in anything you e-mail or post online. If you are
embarrassed to attach your name to it, you should probably think twice about
posting it.
3. Consider Your Audience.
Always consider who might be reading your post or e-mail. While addressed
to a colleague or parent, remember that another could distribute that to an
infinite number of people. There is no privacy in electronic posting.
N5-347-11-1
20A
Communicating with Scouts or
adults via e-media (con’t):
• The responsibility for anything you write is
yours alone.
• Be Authentic
• Consider Your Audience
• Exercise Good Judgment
• Respect Copyrights and Fair Use
• Remember to Protect Personal Information
N5-347-11-1
21
Rules for Communicating with Scouts or adults via e-media:
4. Exercise Good Judgment.
Always refrain from comments that could be interpreted as demeaning,
inflammatory, or racially charged. Remember that in digital communications,
there is no body language or facial expressions, something you might think is
funny could actually be taken as offensive.
5. Respect Copyrights and Fair Use.
“A Scout is honest.” Copying or downloading copyrighted material without
paying the owner is stealing. Make the decision that you will honor the
intellectual property of others and encourage those around you to do the
same.
6. Protect Personal Information.
Personal information does not belong posted on the Internet. Be cautious
where you put your private information and who you are sharing it with.
Remember, everything is not always as it appears on the Internet.
N5-347-11-1
21A
Communication
in a
Digital Era
On Line Communication is a great tool!
Remember to use common sense and it
will strengthen your troop, pack, or crew
--- not damage it.
N5-347-11-1
22
Communication
in a
Digital Era
On Line Communication is a great tool!
Remember to use common sense and it
will strengthen your troop, pack, or crew
--- not damage it.
N5-347-11-1
22A
Effective
Communication
and the
Teaching of Skills
How did we use effective communication
to teach you how to make your woggle?
N5-347-11-1
23
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.)
How did we use effective communication to teach you how
to make your woggle?
(The group can provide feedback on the teaching techniques. What are the
strong points? How might it be improved?)
•Board their responses.
•Then turn this page and review the schooled answers.
•Refer back to the board where theirs matched the schooled
answer.
N5-347-11-1
23A
Effective Communication
and the Teaching of Skills
• It was hands on!
• You could see the goal
• 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 mistakes
• Leader was generous with support and praise
N5-347-11-1
24
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 they 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.
N5-347-11-1
24A
Effective Skills Instruction
Teaching a skill involves four very clear steps:
• Explain
• Demonstrate
• Guide
• Enable
N5-347-11-1
25
Effective Skills Instruction
Teaching a skill involves four very clear steps:
• First, you Explain how to do the skill
• Second, you Demonstrate how to do the skill
• Third, you Guide others to do the skills, providing ongoing
feedback.
• Fourth, 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 EDGETM. The Teaching EDGETM is how we teach
every skill in the troop and outside of Scouting whenever you
are called upon to teach something. Tomorrow, Day 3, we will
go into this method in greater detail.
N5-347-11-1
25A
Summary
Communication:
• Is a tool of leadership
• Is essential to effective teams
• Happens in the “common ground”
• Should be clear and concise
• Requires sender/receiver to consider
each other
• Is written, verbal, and non-verbal
Feedback is a gift
N5-347-11-1
26
Summary
Communication:
• Is a tool of leadership
• Is essential to effective teams
• Happens in the “common ground”
• Should be clear and concise
• Requires sender/receiver to consider
each other
• Is written, verbal, and non-verbal
Feedback is a gift
N5-347-11-1
26A
Great Leaders
Are
Great Communicators
N5-347-11-1
27
Great Leaders
Are
Great Communicators
N5-347-11-1
27A
Learning Objectives
With the completion of this presentation you
should be now able to:
• Relate the experience of the Communications
Traps game to basic principles of
communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers to
communication
• Discuss some skills of effective instruction
N5-347-11-1
28
Learning Objectives
With the completion of this presentation you
should be able to:
• Relate the experience of the Communications
Trap game to basic principles of
communication
• Understand how listening can be an
important part of communication
• Develop strategies to overcome barriers to
communication
• Discuss some skills of effective instruction
N5-347-11-1
28A
Thank You !
Insert
your
Totem
here
N5-347-11-1
29
Thank You !
Insert
your
Totem
here
N5-347-11-1
29A
Change Control
delete this slide for actual
course presentation
version
Date
Who
1
3/26/06
Fred Stringer
Draft - source from NE-11-130
Final
8/5/06
Kathy Koping
Final – Source – Syllabus NE-II-159
Final
10/26/08
Steve Lang
Final – Source – Syllabus NE-II-177
Final
02/24/11
Jerry Ceres
Final – Source – Syllabus N5-347-11-1
N5-347-11-1
Description of changes