WELCOME C.C.E
THIS IS ME
IDOARRTIntention To practice and learnDesired Outcome gain knowledge within thefield of communication, coaching, evaluation...
AGENDAEvaluation         Coaching       Communication2-5 p.m            1.15 - 2 p.m   10.30- 12.15                       ...
COMMUNICATION    Become aware and practice               What             Rhetorical     Bring something with you
EXPECTATIONS   What is going to happen today
EXPECTATIONS        What is going to happen todayCOMMUNICATION
EXPECTATIONS        What is going to happen todayCOMMUNICATIONCOACHING
EXPECTATIONS        What is going to happen todayCOMMUNICATIONCOACHINGEVALUATION
PRESENTATIONWhat did I do?What did I say?Did I get your attention?How did it affect you?
RHETORICAL COMPASS          Sender (I)Purpose                SubjectGenre                   MethodContext                P...
PURPOSE, SUBJECT, MEDIUM,    GENRE & PROCESS PURPOSE : my & yours GENRE: Roles and target group SUBJECT: clear or unstruct...
EXERCISE
EXERCISEWrite down a short introduction about yourselfThink about the purpose, the subject, genre and process.Choose your ...
EXERCISE
EXERCISEPresent it to the other. 5 minutes eachGive each other feedback!Name one thing about the presentation that was rea...
SENDER, METHOD &            CONTEXTSENDER (I) Bodylanguage touch onself, hands, arms, legsDistance how far & nearFace look...
EXERCISE
EXERCISEGo through your text again, consider the feedback you got! Consider theSender, Method and context,Repeat it to you...
EXERCISE
EXERCISEFind someone new. Present it! Give feedback - Try again.Consider: Sender, Method and context, purpose, subject, ge...
COACHINGLearn some foundations about coaching and get some tools.                         What is it                      ...
COACHINGCoaching is done to make it easier for someone else performance, learning & development.
COACHINGCoaching is done to make it easier for someone else performance, learning & development.     Combination of psycho...
COACHINGCoaching is done to make it easier for someone else performance, learning & development.     Combination of psycho...
COACHING                                 4 skills and toolsActive Listening: on different levels, conclude, break inIntuit...
ACTIVE LISTENINGTo listen and hear are two different things.There are three levels of listening.
ACTIVE LISTENING  To listen and hear are two different things.There are three levels of listening.Level 1: Inner listening...
ACTIVE LISTENING  To listen and hear are two different things.There are three levels of listening.Level 1: Inner listening...
ACTIVE LISTENING  To listen and hear are two different things.There are three levels of listening.Level 1: Inner listening...
EVALUATION   Why, how and what     Evaluate groups    Evaluation design      Work around it
EVALUATIONFive parameters that are important when evaluating.
EVALUATION            Five parameters that are important when evaluating.GROUP: Important that you are aware of your group...
EVALUATION            Five parameters that are important when evaluating.GROUP: Important that you are aware of your group...
EVALUATION            Five parameters that are important when evaluating.GROUP: Important that you are aware of your group...
EVALUATION            Five parameters that are important when evaluating.GROUP: Important that you are aware of your group...
EVALUATION            Five parameters that are important when evaluating.GROUP: Important that you are aware of your group...
EXERCISETo learn by doing, by evaluating and trying
EXERCISE                   To learn by doing, by evaluating and tryingIf you where to evaluate today. What would it be lik...
EVALUATION                   EXAMPLES                         To learn by doing, by evaluating and tryingPurpose: to evalu...
EVALUATION                EXAMPLES                     To learn by doing, by evaluating and tryingKEYPOINTS INDIVIDUALIndi...
GOALTo learn by doing, by evaluating and trying
GOAL        To learn by doing, by evaluating and trying                    Communication               Become aware and pr...
CHECK OUT Nice way for rounding off together and to  make everyone share their experience.
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  • \n
  • 10.30-10.35\n
  • 10.35-10.40\n
  • 10.35- 10.40\n
  • 10.40\n
  • 10.40-10.50\nA. 1 minute on each\nB. Do you have the same expectations on all? why, why not? (questions loud to everybody)\nC. What is the difference? (questions loud to everybody) if yes on B. take a minute to think about question C\n\n\n
  • 10.40-10.50\nA. 1 minute on each\nB. Do you have the same expectations on all? why, why not? (questions loud to everybody)\nC. What is the difference? (questions loud to everybody) if yes on B. take a minute to think about question C\n\n\n
  • 10.40-10.50\nA. 1 minute on each\nB. Do you have the same expectations on all? why, why not? (questions loud to everybody)\nC. What is the difference? (questions loud to everybody) if yes on B. take a minute to think about question C\n\n\n
  • 10.50- 11.\nTake 5 minutes to discuss this\n
  • 11.00\nA rhetocial compass is a way to navigate in your presentations on your way of being. Becoming aware of your affect & how you can / have the possibility to affect people around you. \n
  • 11.00-11.10\n
  • 11.10 - 11.40\n
  • 11.10 - 11.40\n
  • \n
  • 11.40 - 11.55\n
  • 11.50-12.15\n
  • Time 13.15 pm\nThere is another part of communication & that is the coaching approach very good at. Im get someone here on stage. \n\n
  • 10 min\n\n
  • 10 min\n\n
  • 10 min\n\n
  • 10 min\n\n
  • Time 1.30 pm - 2.30 pm\nLevel 1: show with one other 5 MIN\nLevel II: let them try. 5 minutes to try on each other. Tell them about yourself. What is going on in your life right now. What is your goal. But first make sure to ask them what the goal of the converssation is. Repeat it. 15 MIN\n\n\nLevel III: explain and include. let them try again Now I want you to try on level 3. \n30 MIN\n\nCoach each other during 5 minutes.Change. 5 min then ask. what is happenng? what is it like? What are the challenges. \nChange partner. 10 min each. \n\n
  • Time 1.30 pm - 2.30 pm\nLevel 1: show with one other 5 MIN\nLevel II: let them try. 5 minutes to try on each other. Tell them about yourself. What is going on in your life right now. What is your goal. But first make sure to ask them what the goal of the converssation is. Repeat it. 15 MIN\n\n\nLevel III: explain and include. let them try again Now I want you to try on level 3. \n30 MIN\n\nCoach each other during 5 minutes.Change. 5 min then ask. what is happenng? what is it like? What are the challenges. \nChange partner. 10 min each. \n\n
  • Time 1.30 pm - 2.30 pm\nLevel 1: show with one other 5 MIN\nLevel II: let them try. 5 minutes to try on each other. Tell them about yourself. What is going on in your life right now. What is your goal. But first make sure to ask them what the goal of the converssation is. Repeat it. 15 MIN\n\n\nLevel III: explain and include. let them try again Now I want you to try on level 3. \n30 MIN\n\nCoach each other during 5 minutes.Change. 5 min then ask. what is happenng? what is it like? What are the challenges. \nChange partner. 10 min each. \n\n
  • 10 min\n\n
  • When they get back the continue coaching\n\n
  • 10 min\n\n
  • 3.0 PM \n10 MIN\nTo evaluate I use a couple of different parameters. These I normally use to form the evaluation. Of course it is always hard to design the right for the right group, therefor it is good to decide what you prioritize? \nFolk schools negative \n
  • 3.0 PM \n10 MIN\nTo evaluate I use a couple of different parameters. These I normally use to form the evaluation. Of course it is always hard to design the right for the right group, therefor it is good to decide what you prioritize? \nFolk schools negative \n
  • 3.0 PM \n10 MIN\nTo evaluate I use a couple of different parameters. These I normally use to form the evaluation. Of course it is always hard to design the right for the right group, therefor it is good to decide what you prioritize? \nFolk schools negative \n
  • 3.0 PM \n10 MIN\nTo evaluate I use a couple of different parameters. These I normally use to form the evaluation. Of course it is always hard to design the right for the right group, therefor it is good to decide what you prioritize? \nFolk schools negative \n
  • 3.0 PM \n10 MIN\nTo evaluate I use a couple of different parameters. These I normally use to form the evaluation. Of course it is always hard to design the right for the right group, therefor it is good to decide what you prioritize? \nFolk schools negative \n
  • Design the evaluation together. You have 20 minutes for this. Divide yourself into one or the other group. \nNow I want one representant from each group. Now I want you to do the evaluation w another group. \n\n\nWhat was it like? What was good? \nWhat was less good?\n\n\n
  • \n
  • \n
  • Design the evaluation together. You have 20 minutes for this. Divide yourself into one or the other group. \nNow I want one representant from each group. Now I want you to do the evaluation w another group. \n\n\nWhat was it like? What was good? \nWhat was less good?\n\n\n
  • Time: 20 min\nHow did the day meet your expectations? \n
  • 2.10 PM\n5 MIN. \nPAGE 15 IN BOOk\n\nAI5 What has been good so far today? , What would you like to evaluate more? The goal for communication & coaching where... have we done that?\n
  • 15.10\nTime: 10 min\nHow did the day meet your expectations? \n
  • Time for exercise: 20 min\nSun 5 min, Circle, 3, Cloud, 3, grass, 3 arrow, 5. \nSyfte: För att sätt upp tydliga mål och ge individerna ett verktyg för att använda det de har lärt sig och ta med sig det framåt. Ge den tiden att tänka hur de ska nå målen. Detta är också ett tillfälle som visar på vart de är på väg i förhållande till vart de var innan.\n
  • 2.10 PM\n5 MIN. \nPAGE 15 IN BOOk\n\nAI5 What has been good so far today? , What would you like to evaluate more? The goal for communication & coaching where... have we done that?\n
  • 10 min\n
  • \n
  • Hyper

    1. 1. WELCOME C.C.E
    2. 2. THIS IS ME
    3. 3. IDOARRTIntention To practice and learnDesired Outcome gain knowledge within thefield of communication, coaching, evaluationAgenda ....Roles Facilitator & active process participantsRules Be attentive & help to create a positivelearning spaceTime 10.30 a.m - 5 p.m
    4. 4. AGENDAEvaluation Coaching Communication2-5 p.m 1.15 - 2 p.m 10.30- 12.15 p.mEvaluate groups What is it WhatEvaluation How to applydesign Rhetorical PracticalWork around it exercises Bring something with you
    5. 5. COMMUNICATION Become aware and practice What Rhetorical Bring something with you
    6. 6. EXPECTATIONS What is going to happen today
    7. 7. EXPECTATIONS What is going to happen todayCOMMUNICATION
    8. 8. EXPECTATIONS What is going to happen todayCOMMUNICATIONCOACHING
    9. 9. EXPECTATIONS What is going to happen todayCOMMUNICATIONCOACHINGEVALUATION
    10. 10. PRESENTATIONWhat did I do?What did I say?Did I get your attention?How did it affect you?
    11. 11. RHETORICAL COMPASS Sender (I)Purpose SubjectGenre MethodContext Process Medium
    12. 12. PURPOSE, SUBJECT, MEDIUM, GENRE & PROCESS PURPOSE : my & yours GENRE: Roles and target group SUBJECT: clear or unstructured, read line PROCESS: disposition, beginning, end MEDIUM: which one do you use, how does the medium affect
    13. 13. EXERCISE
    14. 14. EXERCISEWrite down a short introduction about yourselfThink about the purpose, the subject, genre and process.Choose your audience. Not more than an A4.20 minutes.
    15. 15. EXERCISE
    16. 16. EXERCISEPresent it to the other. 5 minutes eachGive each other feedback!Name one thing about the presentation that was really good and one that couldbe better?
    17. 17. SENDER, METHOD & CONTEXTSENDER (I) Bodylanguage touch onself, hands, arms, legsDistance how far & nearFace look & valueEnergy pace fast and slowMETHOD4 virtues of language: 1. Purity 2. Clarity 3. Adaption 4. EnrichmentCONTEXT Think about the Place Time Motivation Attitude whencommunicating
    18. 18. EXERCISE
    19. 19. EXERCISEGo through your text again, consider the feedback you got! Consider theSender, Method and context,Repeat it to yourself.15 min
    20. 20. EXERCISE
    21. 21. EXERCISEFind someone new. Present it! Give feedback - Try again.Consider: Sender, Method and context, purpose, subject, genreand process.Feedback: what caught your attention, what was less interesting, why was itless interesting (your interest, the voice etc)10 minutes for each person
    22. 22. COACHINGLearn some foundations about coaching and get some tools. What is it How to apply Practical exercises
    23. 23. COACHINGCoaching is done to make it easier for someone else performance, learning & development.
    24. 24. COACHINGCoaching is done to make it easier for someone else performance, learning & development. Combination of psychology, organizational psychology, sports psychology, development of one self
    25. 25. COACHINGCoaching is done to make it easier for someone else performance, learning & development. Combination of psychology, organizational psychology, sports psychology, development of one selfNow & the future Unrevealed potentialSelf realization Definition of goalFind out how (not why) ListeningFocus on opportunities now & in the future
    26. 26. COACHING 4 skills and toolsActive Listening: on different levels, conclude, break inIntuition: stillness, dance in the moment, visualizationCuriosity: reflection, impactful questionsFocus on Action & Learning: keep agenda, conclude
    27. 27. ACTIVE LISTENINGTo listen and hear are two different things.There are three levels of listening.
    28. 28. ACTIVE LISTENING To listen and hear are two different things.There are three levels of listening.Level 1: Inner listening: Parallels to one self & stories. Hear what we wantto do and what the other want to.
    29. 29. ACTIVE LISTENING To listen and hear are two different things.There are three levels of listening.Level 1: Inner listening: Parallels to one self & stories. Hear what we wantto do and what the other want to.Level II: Focus listening: Listening attentive with curiosity, rephrase
    30. 30. ACTIVE LISTENING To listen and hear are two different things.There are three levels of listening.Level 1: Inner listening: Parallels to one self & stories. Hear what we wantto do and what the other want to.Level II: Focus listening: Listening attentive with curiosity, rephraseLevel III: Global listening: Listen to bodylanguage, voice, taste &intuation. Ask questions from your intuition.
    31. 31. EVALUATION Why, how and what Evaluate groups Evaluation design Work around it
    32. 32. EVALUATIONFive parameters that are important when evaluating.
    33. 33. EVALUATION Five parameters that are important when evaluating.GROUP: Important that you are aware of your group! What is it like?Negative, positive, dreamers etc...
    34. 34. EVALUATION Five parameters that are important when evaluating.GROUP: Important that you are aware of your group! What is it like?Negative, positive, dreamers etc...TASK: What it is that you are evaluating?
    35. 35. EVALUATION Five parameters that are important when evaluating.GROUP: Important that you are aware of your group! What is it like?Negative, positive, dreamers etc...TASK: What it is that you are evaluating?GOAL: What was the goal, DOutcome, Agenda, etc...
    36. 36. EVALUATION Five parameters that are important when evaluating.GROUP: Important that you are aware of your group! What is it like?Negative, positive, dreamers etc...TASK: What it is that you are evaluating?GOAL: What was the goal, DOutcome, Agenda, etc...FOCUS: What is important in the future?What do you want them to bring with them?What do you need?
    37. 37. EVALUATION Five parameters that are important when evaluating.GROUP: Important that you are aware of your group! What is it like?Negative, positive, dreamers etc...TASK: What it is that you are evaluating?MEDIUM: should it visiable, mouth to mouth, long term usedGOAL: What was the goal, DOutcome, Agenda, etc...FOCUS: What is important in the future?What do you want them to bring with them?What do you need?
    38. 38. EXERCISETo learn by doing, by evaluating and trying
    39. 39. EXERCISE To learn by doing, by evaluating and tryingIf you where to evaluate today. What would it be like?Divide into 3 groups. Make an evaluation that would take 15 minutes.You have20 minutes to prepare.Each group focus on1. coaching2. communication3. Overall4. Evaluation
    40. 40. EVALUATION EXAMPLES To learn by doing, by evaluating and tryingPurpose: to evaluate the Labb, the time before and after.Goal to reflect and get knowledgesKEYPOINTS INDIVIDUALIndividual knowledgevision and steps for futurePossibility to give feedbackKEYPOINTS GROUPVisualize the timeWhat was good and less goodKnowledges within the group
    41. 41. EVALUATION EXAMPLES To learn by doing, by evaluating and tryingKEYPOINTS INDIVIDUALIndividual arrowFind 3 most important knowledgesHow can I help myself in the future to develop?How has the workshop been for me? Individual knowledgees?KEYPOINTS GROUP•Visualize all days by doing a FloormapFocus on: Best and less goodKnowledgeHave we meet the criterias? How did we work together? Wheredid we gain knowledge from? What did you as a group learn?
    42. 42. GOALTo learn by doing, by evaluating and trying
    43. 43. GOAL To learn by doing, by evaluating and trying Communication Become aware and practice CoachingLearn some foundations about coaching and get some tools. Evaluation Why, how and what
    44. 44. CHECK OUT Nice way for rounding off together and to make everyone share their experience.
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