Transcript Presentation and Communication

PE-course
Project Organised Learning (POL)
Mm 7: Communication, Review and
Presentation
Master of Science – Introductory Semester
(M7 – Intro)
Lecturer:
Ass. teacher:
Lars Peter Jensen
Xiangyun Du
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Mm. 7: Communication, Review and
Presentation
Learning goals
After this lesson you should be able to
 Describe 3 methods for analysis of oral group
communication
 Explain how review of working papers can be carried out
 Identify ”do’s” and ”don’t do’s” in oral presentation
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Mm. 7: Communication, Review and
Presentation
Agenda:
1.
2.
3.
4.
5.
6.
7.
Lecture 1: On communication
Group exercise 1: To team or not to team…
Lecture 2: On report writing and review
Group exercise 2: Reviewing abstracts
A Guest lecturer, incl. plenary assessment
Lecture 3: On oral presentation
Evaluation of the POL course
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Communication
- a definition
- from ancient Latin: communis - ”common”
- sharing, making commonly known
Merriam-Webster: ( www.m-w.com )
a:
to convey knowledge of or information about :
make known <communicate a story>
b:
to reveal by clear signs <his fear communicated
itself to his friends>
to transmit information, thought, or feeling so
that it is satisfactorily received or understood
c:
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Ways of communication
One-on-one
Few-on-few
One-on-many
Two-way
’Multi-way’
One-way
Discussion
Group
discussion
Presentation
Letters, e-mail
Working
papers
Notes for a
course
Participants
Characteristic
Oral
Written
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Tools for communication analysis in
the group
Three tools:
1) Quantitative - drawing communication diagrams
2) Qualitative/quantitative - logging type and number of
contributions from group members
3) Relative – matching individual group member’s
assessment of the process
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1. Quantitative
Communication
diagram, to be filled
by an observer
after finishing
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2. Qualitative/quantitative
Three types of contributions:
• Contributions furthering discussion
• Contributions improving ’climate’
• Contributions blocking discussion
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Contributions furthering discussion
•
•
•
•
•
•
Make proposals
Search for information via questions
Give information
Summing up the discussion
Elaborate and further develop ideas
Test own and others’ understanding of the
topic under discussion
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Contributions improving ’climate’
•
•
•
•
•
•
Praise and encourage others
Support others in being listened to
Follow and support ideas of others
Openly express change of opinion
Show openness
Listen actively
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Contributions blocking discussion
•
•
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•
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Disagree without constructive alternatives
Attack proposals of others
Defend own proposals aggressively
Speaking all the time without listening
Talk about other subjects
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Qualitative/quantitative
Stud.
1
Stud.
2
Stud.
3
Stud.
4
Stud. Stud.
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Futhering discussion
Improving ’climate’
Blocking discussion
To be filled by an observer
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3. Relative - matching
After the discussion:
• Assessing the process individually
• Matching the individual group members’
assessment
• Discussing major mismatches
(like you did in the Team Health Test)
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A team communication exercise
• To TEAM or not to TEAM – that is the question!
• Project Managers solve many problems. Before you
can solve a problem you have to understand it!
• Bill Gates only scored three right in this simple
test – See how many you get right.
• ..and then see how many your group gets right.
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Do you want to know the
correct answers?
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What can we learn about
communication from this exercise?
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Time for a break…
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Lecture 2: On writing and review
1. Illustrations
2. Group writing
3. Review
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Illustrations
• A picture can tell more than a thousand words –
but only if it is a good illustration of the
subject
• Some examples
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Illustrating ”eye view” of a
control room
Mimic Monitors
diagram for overview
Working Working
monitor place
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Illustrating emission of NOX
Total NOX concentration
Low sources
Medium height
sources
High sources
Background from
abroad
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How to write
Before writing (the group):
• Preparation: receiver, message, outline
• Brainstorm: e.g.. Post-it
Writing (individually):
• Go for it : write without criticism – one headline at a time
(in arbitrary order)
• Structure – structure the writing, creating overview and
consistency
• Edit – make the writing easy to read
After writing (the group or others)
 Review
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Review – Why ?
• To find mistakes
• To identify if something is missing
• To point out which parts of the document
are really good (excellent)
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Review – How and When ?
• Written or oral
• at a group meeting
• after everybody have read the
writing and have prepared individual
comments to it
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Review – How ?
Split the comments into tree categories:
• Misspelling, misprint and other corrections in the proofs.
(might be noted directly in the document)
• Logical errors, misunderstandings, poor formulations,
technical mistakes etc. that makes the understanding
difficult or impossible for the reader.
• Good points, well structured, clear overview, interesting
angle, well documented, clear illustrations etc.
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Group Exercise
• Read the 3 distributed abstracts carefully
• Review them following the method on the
previous slide
• Then rank them according to quality and
give them a mark between 0 and 100%
• Prepare a short presentation of your
marking, arguing why you have given the
marks by pointing out good and bad things
about the abstracts
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Break for 15 minutes
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Lecture 3: On oral presentation
• A Guest Lecturer
• Plenum assessment of the guest
lecturer
• Planning an oral presentation
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A guest lecturer
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What can we learn about oral
presentation from this exercise?
Find 5 good and 5 bad points in the presentation
Feel free to smalltalk about your answers.
Be prepared to explain your points.
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The short presentation plan
1. Tell them what you are going to tell them!
2. Tell them!
3. Tell them what you have told them!
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The longer presentation plan- 1
Questions to ask:
•
•
•
•
•
•
•
•
What is my point?
Why do I want to tell?
Who is to know?
How to approach receiver?
How should I tell it?
Where/when to tell?
What do I know?
How do I behave?
Message
Motivation
Receiver, code, power
Contact
Focus, media
Situation
Competence
Attitude
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The longer presentation plan- 2
Things to think about:
Content - message, structure
Appearance - confident, open, lively (eye-contact, hands)
Articulation - clear, fluent, correct terminology (write)
AV-aids - blackboard, OHP, PowerPoint, posters, film
Time-management - organise, message
Group collaboration - organise, message
Plan - rehearse - evaluate – review – rehearse etc.
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Nervousness . . . . . .
.Everyone is nervous, insecure and/or exited the only thing that helps is practice.
• Prepare
• Rehearse
• Write introduction + conclusion
• Write clue-cards
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Oral presentations - body language
Elements in body language
• eyes
• facial mimic
• gesture
• posture
• position
• dressing
How do
you
interpret
this sign?
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Body language
• Be aware of your body language – often there
is a contradiction between what you say and
what your body tells
• Some examples which may well be culturally
biased??
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Superior and selfconfident; don’t turn your
back to the audience
Signals defence and
insecurity despite the
smile
Confident, committed and
confidence-inspiring
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Defensive and keeping
his distance
A little nervous; holding
a pencil or a pointing
device will look more
natural
Aggressive, determined
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Open and honest
Insecure, holding his own
hand
Cautious and a little
insecure
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• So – beware of your body language
and rehearse in front of your friends
and in front of the mirror!!
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This was it for today – and the
end of this course on Project
Organised Learning
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Before we say Good Bye I would like to
hear your honest opinion about the
POL-course, both form and content.
Please feel free to speak your mind!!
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