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Effective Communication Training for Experts.

Module 1: Effective Communication - Learn about body language, eye contact, gestures, and active listening to improve your training skills.

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Effective Communication Training for Experts.

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  1. Effective TrainingA product of The T3 Group Turn your experts into trainers Module 1: Effective Communication

  2. Module 1: Introduction • Welcome/ “Flight Attendant Duties” • Your Goals? • Overview • Lesson 1: Using Your Body • Lesson 2: Using Your Voice • Lesson 3: Active Listening

  3. Lesson 1:Using Your Body • Non-Verbal communication skills • You will learn about: • Posture • Eye contact • Gestures • “P.E.G.”

  4. Posture • The S.O.L.E.R. Posture • Square to the student • Open Arms & Legs • Lean towards the student • Eye Contact: Look at the student • Relaxed body and face • http://www.alcohol.vt.edu/Students/speakUp/commSkills.htm

  5. Posture • Possible mixed signals • Hands on hips • Feet “too wide” • Standing in “comfort zone” • Palms out • http://changingminds.org/techniques/body/open_body.htm

  6. Posture • Closed Posture • Arms & Legs crossed • Looking away from the student • Frowning • http://changingminds.org/techniques/body/open_body.htm

  7. Practice! • Form a group of three or four • Describe “a perfect breakfast” • Use a good SOLER posture • Rate the presenter • Switch!

  8. Eye Contact • Your main tool for building rapport • Also your best tool for building credibility • Talk directly to your students!

  9. Bad Eye Contact: Darting eyes - avoiding everyone Looking at the back wall Talking to the board or podium Good Eye Contact: Lock your eyes on someone before speaking Look at your students, not over them Turn, look, and make your point Eye Contact

  10. Eye Contact • While Presenting: • Look - speak to one student at a time • Hold - give that student 3-5 seconds • Move - finish your point, then move on • Repeat - evenly distribute your time between all students

  11. Eye Contact • “EYE FIVE” • Divide the room into 5 sections • Make eye contact, make a point • Scan in order 1, 3, 5, 4, 2

  12. Eye Contact • Receiving • Lean in - Leaning forward keeps you looking in their direction. • “Listen with your eyes” – Pretend your eyes are hearing every word spoken by the student. If you look away, you’ll miss something. Try to read their lips. • “Watch for the question mark” - Maintain eye contact until the student reaches the question mark of their statement.

  13. Eye Contact • If you don’t like looking directly into other people’s eyes, you’re not alone. • Build your confidence by faking it: • Look at the forehead instead of the eyes.Your students will think you have great eye contact! • Slowly look lower on the face, such as the eyebrows, then the bridge of the nose.

  14. Practice! • Form a (different) group of three or four • Tell them about your last vacation • Maintain good eye contact, for both presenting and receiving • Switch!

  15. Gestures • Body Movement • Remember, all movement must have a purpose. • Students will know if your gestures are rehearsed. Be genuine!

  16. Gestures • Things to do: • Use your space – movement maintains attention • Move closer to emphasize points and field questions • Anticipate your next topic (example: move slowly towards the whiteboard if you’ll be using in next)

  17. Gestures • Things to avoid: • Don’t get “rooted” to a spot • If you lean on something it means you’re bored

  18. Gestures • Hand Gestures • Things to do: • Punctuate your spoken points with your hands • Invite comments with “palms up” • Things to avoid: • Rehearsed gestures communicate lack of sincerity (Chris Farley clip from Wayne’s World) • Use “counting on fingers” sparingly - only if you’re counting 3 or more. • Don’t use a pointer to call on someone

  19. Gestures • Consider • “Draw” trend lines and time lines from right to left (your students will see the gesture from left to right) • Keep your movements slow and methodical: Don’t give your class whiplash • (This applies to pointing with the mouse on the screen, or scrolling on a page - your students will get dizzy if you make them follow too quickly)

  20. Gestures REVIEW • Body Movement - must have a purpose. • Use your space to emphasize points • Anticipate what’s next • Hand Gestures - don’t rehearse • Open, inclusive hands • Finger count sparingly • Advanced • “mirror technique” • No more whiplash!

  21. Practice! • Form a (different) group of 3 or 4 • Show them how to make a peanut butter sandwich, without talking… • Rate the presenter • Switch!

  22. Lesson REVIEW:PEG your training • Posture: SOLER • Square, Open, Leaning in, Eye contact, Relaxed • Eye contact techniques • Speaking: Look, hold, move, repeat • Listen with your eyes • Look at foreheads • “Eye Five” the room • Gestures • Move with a purpose • Don’t get rooted to a spot • Don’t give your class whiplash

  23. Break!

  24. Lesson 2:Using Your Voice • You will learn about: • Volume, Articulation,Tone & Speed (VATS) • Vocabulary • How to avoid “UM”

  25. Lesson 2:Using Your Voice • Use VATS for your Voice: • Volume • Articulation • Tone • Speed

  26. Lesson 2:Using Your Voice • Volume • Volume comes from the chest • Speak to the back of the room • Listen for a subtle echo • Don’t shout - get closer or use a mic • Emphasize a point by speaking louder or softer.

  27. Lesson 2:Using Your Voice • Articulation • Articulation comes from the mouth • “E-Nun-Ci-Ate” • Be sure to end a sentence with a verbal period. • Watch for spittle • Consider non-native speakers

  28. Lesson 2:Using Your Voice • Tone • Tone comes from the throat • Natural speech goes up and down • Avoid • a m o n o t o n e d e l i v e r y . . . • “singsong” - can sound childish or patronizing • Exaggerate - they’ll never know!

  29. Lesson 2:Using Your Voice • Speed • Speed comes from the material • There is such a thing as “too fast” • If you’re rushing, so is your audience • Nervousness can speed you up • Force pauses by asking questions • Measured pace at notetaking speed • Vary your speed • within a topic - stretch out key points • Use dramatic pauses • There is such a thing as “too slow”

  30. Lesson 2:Using Your Voice • Vocabulary • Spell out all acronyms (probably the most important point) • A high school kid or your Grandparents should understand every word. Speak in basic terms unless the material demands it. • Define new words, and repeat them in context • Offer a glossary if you have a lot of technical terms

  31. Lesson 2:Using Your Voice • Avoiding “UM” • Other fillers • “You know” • “OK?” • “Like”, or “Like I said” • “To be perfectly honest” • Know your material! • Practice once or twice before the lesson • Work on not being nervous

  32. Lesson 2:Using Your Voice • Avoiding “UM” • Transparent behavior - turn it opaque • Video tape a presentation, self critique • Buddy up - have them keep a tally for you • Assign someone to ring a bell every time you say the targeted word • Fill the space with something else • Dramatic pause • Deep breath • Ask a question • Repeat a point

  33. Exercise • Practice in Groups

  34. Lesson 2:Using Your Voice REVIEW • Use a V.A.T.S. Voice: • Volume to reach the back row • Articulate for understanding • Tone that varies with material • Speed appropriate for the students • Vocabulary • Spell out acronyms • Use smaller words • Avoid filler sounds • Videotape yourself • Make transparent behavior opaque

  35. Break!

  36. Lesson 3:Active Listening • You will learn about: • P.E.G. (review) • Paraphrasing • Summarizing • Empathy

  37. Lesson 3:Active Listening • P.E.G. Review • Use a good SOLER posture while listening • Square & Open, Lean in, good Eye contact, Relaxed & friendly • Eyes - use eyebrow raises • Gestures • Hands: keep to a minimum: don’t distract the talker • Nod, short vocal agreement

  38. Lesson 3:Active Listening • Paraphrasing is repeating in your own words. • Communicates how well you’re listening • Leading comments: • “It sounds like you’re saying…” • “If I heard your correctly…” • “To me, you have a question about…” • “That’s a good point…” • “Let me see if I understand…”

  39. Lesson 3:Active Listening • Summarizing is making what they said shorter • Different from paraphrasing: building shortened comments • Leading statements: • “So, in a nutshell, you said…” • “Just to simplify, you said…” • “Basically, what you want to know is…” • “To summarize, your point seems to be…”

  40. Lesson 3:Active Listening • Empathy - “feeling” for the listener • Reflect the emotion of the student • Leading statements: • “I get the feeling that you…” • “Kind of (________), right?” • (scary, fun, strange, interesting, unexpected) • “It seems you feel a certain way about this material…” • “To me, it looks like you’re really passionate about…”

  41. Practice! • Pick a partner • Speaker: Discuss your plans for the weekend • Listener: time for 90 seconds • 0-30: Sit passively • 30-60: Listen actively • 60-90: Ignore completely • Discuss • Switch!

  42. Lesson 3:Active Listening REVIEW • Use good posture, eye contact, and encouraging gestures • Paraphrase short comments • Summarize long comments • Empathize by reflecting student emotion • http://www.taft.cc.ca.us/lrc/class/assignments/actlisten.html

  43. Module Review • Using your body (non-verbals) • Using your voice (verbals) • Active Listening • Student Guide as job-aid

  44. Module Critique

  45. Effective TrainingA product of The T3 Group Turn your experts into trainers Module 1: Effective Communication

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