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Impact

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  • 1. BUSINESS COMMUNICATION & PRESENTATION SKILLS IMPACT - 1Integrated Module on Presentation & Communication Techniques
  • 2. Competency Model UC CC Application CI PracticeUI Knowledge
  • 3. ObjectivesBy the end of this training, participants willbe able to:• Effectively communicate at a business level• Use appropriate mediums of communication• Build & make Hi Impact presentation• Keep Audience engaged• Make use of tools• Handle Challenging situations• Build traction in the Skills
  • 4. Norms
  • 5. Selling Environment COMMUNICATION MONEY BUYER REPUTATION REFERRALNEEDS / DESIRES / GROWTHWANTS / DREAMS / RESPECT VISION SOCIAL STATUSABILITY / POWER / AUTHORITY TRANSACTION SITUATION / BCCL IMPOSITION / ALTERNATIVES COMMITMENT SOLUTIONS GOODWILL BENEFITS RETENTION UTILITY CAPACITY SOLUTIONS RELATIONSHIP RESULTS WINS EXCHANGE OF INFORMATION
  • 6. Communication Skills
  • 7. Effective Communication is Crucial to our Roles
  • 8. Communicatingeffectively is aChallenge!
  • 9. Communication is all about conveying your messages to other people clearly and unambiguously.Its also about receiving information that others are sending to you, with as little distortion as possible
  • 10. Your message has to be clearlyUnderstood……and not just by YOU!!
  • 11. Communicating well can greatly improve our Productivity…….….. make us more effective andefficient, both in Written & Spoken formats!!
  • 12. Communication Goals• To Exchange Information• To Change Behavior• To get Action• To ensure Understanding• To Persuade or Collaborate
  • 13. Communication is a TWO WAY Process
  • 14. We must also remember thatCommunication Skillsare both – VERBAL & NON-VERBAL
  • 15. Elements of Communication
  • 16. Communication Process SOURCE As the source of the message, you need to be clear about why youre communicating, and what you want to communicate.You also need to be confident that the information youre communicating is useful and accurate. MESSAGE The message is the information that you want to communicate
  • 17. Communication Process ENCODING This is the process of transferring the information you want tocommunicate into a form that can be sent and correctly decoded at the other end. Your success in encoding depends partly on your ability to conveyinformation clearly and simply, but also on your ability to anticipate and eliminate sources of confusion (for example, cultural issues, mistaken assumptions, and missing information.) A key part of this is knowing your audience: Failure to understand who you are communicating with will result in delivering messages that are misunderstood.
  • 18. Communication Process CHANNELMessages are conveyed through channels, with verbal channels including face-to-face meetings, telephone and videoconferencing. Written channels including letters, emails, memos and reports. Different channels have different strengths and weaknesses. For example, its not particularly effective to give a long list of directionsverbally, while youll quickly cause problems if you give someone negative feedback using email.
  • 19. Communication Process DECODING Just as successful encoding is a skill, so is successful decoding (involving,for example, taking the time to read a message carefully, or listen actively to it.) Just as confusion can arise from errors in encoding, it can also arise from decoding errors. This is particularly the case if the decoder doesnt have enough knowledge to understand the message.
  • 20. Communication Process RECEIVER Your message is delivered to individual members of your audience. Nodoubt, you have in mind the actions or reactions you hope your message will get from this audience. Keep in mind, though, that each of these individuals enters into the communication process with ideas and feelings that will undoubtedly influence their understanding of your message, and their response. To be a successful communicator, you should consider these before delivering your message, and act appropriately.
  • 21. Communication Process FEEDBACK Your audience will provide you with feedback, as verbal and nonverbal reactions to your communicated message. Pay close attention to this feedback, as it is the only thing that can give you confidence that your audience has understood your message.If you find that there has been a misunderstanding, at least you have the opportunity to send the message a second time.
  • 22. Communication Process CONTEXT The situation in which your message is delivered is the context.This may include the surrounding environment or broader culture (corporate culture, international cultures, and so on).
  • 23. Barriers Lengthy or Disorganized Messages Messages which contains errors. Use of poor verbal and body language can also confuse the message.Offering too much information too fast. Understand your audience’s culture, making sure you can converse and deliver your message to people of different backgrounds.
  • 24. Problems with communication canpop-up at every stageof the communication process.At each stage, there is the potential formisunderstanding and confusion.
  • 25. Verbal Skills
  • 26. Interactive Skills• When groups of people work together, they exhibit certain behavior patterns that can be identified and recorded by an observer.• In a process called ‘behavior analysis’ these behaviors can be sorted into descriptive categories and the frequency with which they occur noted• The goal of understanding these behaviors is to give us an insight into the behavior patterns which lead us to being effective - both in groups & in one-to-one situations
  • 27. Interactive Skills• The Huthwaite Research Group, England from the late 1960 had been working on a truly descriptive & useful system for classifying behaviors.• The result of this investigation was a set of general interaction categories consisting of eleven items• These general interaction categories are particularly appropriate because they are relevant to a variety of common interactive situations
  • 28. Interactive Skills• After the general interaction categories were developed, a large scale study was undertaken to see how they applied in task oriented situations.• The study came up with three main class of behaviors important to any group that undertakes to solve a problem or a complete a task.
  • 29. Interactive Skills BEHAVIOURS WHICH PUT BEHAVIOURS BEHAVIOURSFORWARD IDEAS, WHICH WHICH CONCEPTS, CONSTITUTE EXCHANGEA SUGGESTION OR AN EVALUATION INFORMATION, RECOMMEND A OF OTHER FACTS, COURSE OF PEOPLE’S OPINIONS, ACTION CONTRIBUTION AND OFFER CLARIFICATION
  • 30. Interactive SkillsPROPOSING INITIATING BUILDING BEHAVIOURS PROCESSDEFEND / ATTACK BRINGING IN REACTING SUPPORTINGDIS-AGREEING SHUTTING OUTTEST UNDERSTAND SEEKING INFO CLARIFYINGSUMMARIZING GIVING INFO
  • 31. Interactive SkillsProposingA behavior that initiates a discussion.During a meeting / discussion the keypoint is that the statement is absolutelynew to the discussion and is actionable.Proposals could also begin as questions“Let’s try and work around the problemthat we are facing”By forming a core team of three personswe would have a focus on the issue”
  • 32. Interactive Skills Building A behavior that builds on the original suggestion/ proposal During a meeting / discussion thestatement is a further proposal linked to the original one and is actionable. Building could also begin as questions “In addition lets also agree on how we are going to sort out the problem” Let the core team also have the power to implement changes
  • 33. Interactive Skills Testing Understanding A behavior that seeks to establish whether or not an earlier contribution has been understood.It attempts to ensure agreement or consensus of some kind and refers to a prior question “Can I presume that the proposalfor the campaign can now proceed to the finalization stage” “Can I just understand this better. What you are saying is.........”
  • 34. Interactive Skills SummarizingA behavior that summarizes or restates, incompact form the discussion or the event.“Just to put the facts together, we have an agreement on the following points : The Times of India - all editions is the Media Vehicle The campaign would run over a period of 12 months and there would be a minimum of 4 insertions every month.
  • 35. Interactive Skills Giving information A behavior that that gives out facts, clarifications or opinionsThere are at least 3 ways to get to Mumbai Lalvani is spelt with a ‘v’ and not a ‘w’ I remember a case just like this one
  • 36. Interactive Skills Seeking information A behavior that seeks facts, opinions or clarifications from another person “What is the time” “Where is the great wall of China” “Are we meeting today afternoon”“Isnt this the proposal for The Economic Times campaign
  • 37. Interactive Skills SupportingA behavior that makes a conscious and directdeclaration of agreement with or support for another person, or for their concepts and opinions “I agree with ……and not …” “Yes, I will go along with that” “Sounds Ok by me” “Fine” “I accept that”
  • 38. Interactive SkillsDisagreeingA behavior that makes a conscious and direct declaration ofdisagreement for the concepts & ideas.“No, I don’t agree with that”“I don’t like the idea one bit”“The earlier idea was better”“I don’t accept that”
  • 39. Interactive Skills Defend / AttackA behavior that attacks another person either directly or by defensiveness.Defending/ attacking behaviors usually involve value judgments and often contain an emotional overtones. Theyare usually about people, not issues. It is personal “That’s stupid” “....And your last point is sheer stupidity” “Don’t blame me, its Ashok’s job”
  • 40. Interactive SkillsBringing inA behavior that invites views oropinions from a member of thegroup who is not activelyparticipating in a discussion“Rekha do you have anything youwould like to add on”
  • 41. Interactive SkillsShutting outA behavior that excludes a person from or reduces theiropportunity to contribute. The most common form ofshutting out is interruptions
  • 42. Group Exercise Form 3 Groups to DebatePolitics makes for strange Bed Fellows Group 1 : For the Positive Future Group 2 : Against the Positive Future Group 3 : Observer Group.
  • 43. Key to Effective CommunicationKnow what you are communicatingKnow the size and composition of people that you arecommunicating withCredibility, Sincerity and TrustworthinessTime of communicationPrecise and simpleFeedback
  • 44. Verbal CommunicationsMyth 1: Language is critical for effective communication processMyth 2: Effective communication means your ability tocommunicate in English LanguageMyth 3: Ability to write and speak proficiently qualifies you as anexcellent communicator
  • 45. Verbal CommunicationsMyth 4: What you communicate is not as important as how youcommunicateMyth 5: People holding command over two different languagescannot communicate efficientlyMyth 6: “No communication” is good communication
  • 46. Verbal CommunicationsAmplificationTempoEmphasisPitchTonePauseSilence
  • 47. Listening Skills
  • 48. There are five key elements of active listening.They all help you ensure that you hear the other person, and that theother person knows you are hearing what they are saying.Active Listening
  • 49. Active ListeningPAY ATTENTIONGive the speaker your undivided attention andacknowledge the message.Recognize that what is not said also speaks loudly. • Look at the speaker directly. • Put aside distracting thoughts. Don’t mentally prepare a rebuttal! • Avoid being distracted by environmental factors. • “Listen” to the speaker’s body language. • Refrain from side conversations when listening in a group setting.
  • 50. Active ListeningSHOW THAT YOU ARE LISTENINGUse your own body language and gesturesto convey your attention. • Nod occasionally. • Smile and use other facial expressions. • Note your posture and make sure it is open and inviting. • Encourage the speaker to continue with small verbal comments like yes, and uh huh.
  • 51. Active ListeningPROVIDE FEEDBACKOur personal filters, assumptions, judgments, and beliefs candistort what we hear.As a listener, your role is to understand what is being said.This may require you to reflect what is being said and askquestions. • Reflect what has been said by paraphrasing. “What I’m hearing is…” and “Sounds like you are saying…” are great ways to reflect back. • Ask questions to clarify certain points. “What do you mean when you say…” “Is this what you mean?” • Summarize the speaker’s comments periodically.
  • 52. Active ListeningDEFER JUDGEMENTInterrupting is a waste of time. It frustrates the speakerand limits full understanding of the message. • Allow the speaker to finish. • Don’t interrupt with counter-arguments.
  • 53. Active ListeningRESPOND APPROPRIATELYActive listening is a model for respect and understanding.You are gaining information and perspective.You add nothing by attacking the speaker or otherwiseputting him or her down. • Be candid, open, and honest in your response. • Assert your opinions respectfully. • Treat the other person as he or she would want to be treated.
  • 54. Active ListeningIt takes a lot of concentration and determination tobe an active listener.Old habits are hard to break, and if your listeninghabits are as bad as many people’s are, then there’sa lot of habit-breaking to do!Be deliberate with your listening and remindyourself constantly that your goal is to truly hearwhat the other person is saying.
  • 55. Active ListeningSet aside all other thoughts and behaviors andconcentrate on the message.Ask question,reflect, andparaphrase to ensure you understand the message.If you don’t, then you’ll find that what someone says toyou and what you hear can be amazingly different!
  • 56. Active ListeningRe-PhraseUse Customer’s WordsTest UnderstandUse Reflector QuestionsSummarizeMaintain a Positive Body LanguageMaintain Eye Contact
  • 57. Active Listening involves Physically attending byFacing the speakerMaintaining eye contactKeeping an open postureLeaning slightly towards the speakerStaying relatively relaxed
  • 58. Active Listening also involves Psychologically attending by Listening to what is being said byKeeping an open mindThinking aheadAnalyzing & evaluating the messageNot interruptingNot talking for more than a quarter of the time
  • 59. Active Listening can Listening to how it is being said by………….. be indicated by Interpreting the person’s tone of being interested in voicethe Communication Evaluating the non verbal signals and……. Listening to what is not being said by Listening “between the lines” Searching for possible gaps in your understanding Asking the right questions
  • 60. Active ListeningProfessional salespeople are problem solvers.But you cant isolate problems unless you knowhow to listen.There are four basic barriers to effectivelistening. They are:1. Many salespeople think selling is a job ofpersuasion and that persuasion means talking-all the time. They tend to forget thatsalespeople cant listen themselves out of a sale.
  • 61. Active Listening2. Many salespeople over prepare for what theyare going to say. Then they use the listening timeas a waiting period until its their turn to talkagain. Thats passive and unproductive listening.3. Many salespeople have emotional listeningfilters. They refuse to hear what they dont wantto hear. They may even be so busy with theirown needs that they fail to hear valuable closingsignals.
  • 62. Active Listening4. People listen faster than they canspeak. When salespeople are inlistening mode, often they tune out anddaydream figuring they know what theprospect is going to say. Whensalespeople lose concentration, theymiss valuable clues about the prospectsbuying motives, needs and objections
  • 63. Listen with your Eyes!!
  • 64. Use their Language! Amplification Pitch Tempo Pause Tone Silence
  • 65. Tell Stories & draw pictures and build Scenarios!!
  • 66. Tap in to their Emotions andaddress the Rational Side!!
  • 67. Avoid Technical Jargon
  • 68. End of Day 1
  • 69. Non Verbal Skills
  • 70. Senses
  • 71. Facial ExpressionsHand Movement Body LanguageHead MovementLeg MovementEye Movement
  • 72. Gestures Allowing Talking Interruptions Little Downcast Eyes Meek Tone Very Quietly Hand ‘Set’ Mouth washing and other nervous Aggressive gestures Posture SUBMISSIVE Distance Sympathetic Gestures Staring HOSTILITY Eyes Proximity WARMTHHarsh Tone of Voice Relaxed Tone of Voice CONTROL / Talking DOMINATION ‘Crinkled’ Loudly Eyes Quickly Ignoring Expansive Responses Gestures Stabbing ‘Controlling’ Fingers and use of Voice other forceful gestures Interrupting
  • 73. Lets have a look at our Behavior Style
  • 74. Part 1There are 73 situationswhich you might AGREE toor DISAGREE to.Please tick appropriatelyafter reading the QuestionCarefully.
  • 75. Part 2 SITUATION AGREE DISAGREE 1 2 3On the next sheet you will find three columns –Please transfer all the AGREE /DISAGREE scoresto the Scoring Sheet UNDER the RespectiveColumns.
  • 76. Part 3 A B C 1………………………. 3………………………. 2………………………. 5………………………. 4………………………. 6………………………. 9……………………... 7……………………… 8……………………….On this sheet also you will find three columns – A, B & C– The question numbers from the Assessment sheethave been randomized under these three columns.Refer to your sheet 2. Transfer all the AGREE scores tothis Scoring Sheet in the Respective Columns. Total upthe TICK marks. Each TICK marks has a value of 1.
  • 77. Part 4 VALUE DOMINANT RESERVED SOCIAL VALUE 100 19 19 14 100 90 90 80 17 80 70 16 12 70 60 15 60 50 15 10 50 40 12 40 30 13 8 30 20 10 20 10 7 10 6 10 5 5 5 0 3 5 3 0Part 4 : Place the scores from the previous sheet to thetypology graph and connect the points
  • 78. VALUE DOMINANT RESERVED SOCIAL VALUE 100 19 19 14 100 90 90 80 17 80 70 16 12 70 The highest point in the 60 50 15 15 10 60 50 Grid can mean that you 40 12 40 often express this behavior 30 13 8 30 20 10 20 in relation to the others. 10 7 10 6 10 5 5 5 0 3 5 3 0High point – Low Point difference <20% : You are easilyable to slip between different styles.High Point – Low Point difference >20% : The highestpoint is your dominant Style.
  • 79. Winning & Prestige Emotions, Feelings & Spontaneity DOMINANT RESERVED SOCIALEffectiveness, Logic & Rational Motives
  • 80. Struggle for PowerEXTROVERT WELL INTROVERT BALANCED SOCIAL SECURITY
  • 81. Characteristics DRS Circle1. Drive2. Focus on Status3. Decisive4. Wanting to Win5. Open6. Exaggerate EXTROVERT INTROVERT WELL BALANCEDYour Normal Reactions1. Resisting SOCIAL2. Ego Massage3. Clamming Up SECURITYYour Correct Reaction1. Listen2. Compliment3. Assertive
  • 82. DRS CircleCharacteristics1. Reserved & Closed2. Prepared & Critical Your Normal Reactions3. Logical & Efficient 1. Talking a Lot4. Does not want to be 2. Spouting Knowledge Pressured Your Correct Reaction 1. Be SincereEXTROVERT WELL INTROVERT 2. Professional BALANCED 3. Listening SOCIAL SECURITY
  • 83. DRS CircleEXTROVERT INTROVERT WELL BALANCED Your Normal Reactions SOCIAL 1. Feel successful 2. Patronising SECURITYCharacteristics Your Correct Reaction1. Truthful & Spontaneous 1. Retain Initiative2. Unsure 2. Offer re-assurance3. Need for Acceptance 3. Remain Flexible4. Wants to keep the situation pleasant
  • 84. Communication is the transfer of emotion” Seth Godin
  • 85. IMPACT - 2Integrated Module on Presentation & Communication Techniques
  • 86. Group ExerciseForm 3 Groups to Debate & PresentGroup 1 :Debate & Present on a Campaign for CadburysGroup 2 : Debate & Present on a Campaign for AccentureGroup 3 : Debate & Present on a Campaign for General ElectricsGroup 4 : Debate & Present on a Campaign for MicrosoftGroup 5 : Debate & Present on a Campaign for HeroGroup 6 : Debate & Present on a Campaign for Gurgaon Market
  • 87. End of Day 2
  • 88. Present the way peopleLEARN!
  • 89. Cognitive Theory of LearningThe Brain has aLimited Capacityof the thingsthat it can holdin memory – 7Elements+/- 2 inits workingmemory
  • 90. Cognitive Theory of LearningPeople registeror learn in twomodes – Visual& Auditory
  • 91. Cognitive Theory of Learning TEXT Skills IMAGES Paradigms MENTAL Experiences MODEL Knowledge SPOKEN WORDSMEMORIES
  • 92. A shift awayfrom presentertowardsstoryteller!!
  • 93. PowerPointdoesn’t killpresentations
  • 94. Bullet pointsmost certainlydo!!
  • 95. How do you present to stand out?1. Anticipation2. Structure3. Visuals4. Words5. Gestures6. Voice
  • 96. AnticipationAnticipation is like a sixth sense. The Human being likes to Anticipate the action that are going to happen, we like to foresee our future state (actions, words, sounds).
  • 97. We often salivate before we even take the first bite…Anticipation
  • 98. Many activities take place in the mind first…Anticipation
  • 99. IncongruityCreate a positive conflict /humor between what participants expect to see/hear and what occurs.
  • 100. IncongruityThe greater the unexpected, the more deeper the viewer’s attention.
  • 101. Use words such as “imagine”, “finally”, or “new” to build anticipation for your presentation.Anticipation
  • 102. VisualsCompliment your message with eye-catching visuals
  • 103. Cool Weather Approaching • In the Northeast, colder-than-normal temperatures are expected. Snowfall for the entire region will depend on the fluctuations of the AO; • The Mid-Atlantic states have about equal chances of above normal, normal, or below-normal temperatures and precipitation. Storm tracks could bring more precipitation than the winters of the late 1990s, but snow amounts will largely depend on the AO; • In the upper Midwest and Great Lakes, temperatures should be highly variable, with a slight chance of averaging below normal over the Great Lakes. Due to a better supply of Arctic air this year, there will probably be more sub-zero days than the average of recent winters. There are equal chances for above normal, normal or below normal precipitation for most of the area. • The northern Great Plains and Rockies will also see highly variable temperatures with more sub-zero days than experienced on average during the unusually mild winters of the late 1990s, while wet and mild weather is more likely for the southern Plains. A small area centered over Nebraska and South Dakota may end up slightly drier than normal. The northern Rockies can expect equal chances of above normal, normal, or below-normal precipitation and temperatures;NO MORE slides like these!
  • 104. How about something like this Instead…Colder than normal Weather isexpected in:North East,Mid Atlantic Region,Great Lakes and the Rockies
  • 105. Instead of creating this…How we receive DSL connection• Customer asks about DSL• Service Rep answers questions and contacts an internal group for DSL availability• DSL group checks for DSL connection at customer’s location• If the technology is available at the customer’s location, DSL group works with accounting team who orders DSL• The customer receives DSL
  • 106. Create this
  • 107. Instead of creating this…
  • 108. Create this1. Spot opportunities 2. Compare with competitors PHASE 2 GOALS IN SALES3. Describe verticals 4. Need Satisfaction demo
  • 109. Stop bending big words Phrases such as “unparalleled solution”, “value-added program”, and “paradigm shift” are calorie- free and do not build a connection with an audience.
  • 110. Use SIMPLE wordsSpeakwords thatareauthentic,clear, fresh,and precise.
  • 111. 4. Gestures Gestures We tend to listen to those who stand tall, move withpurpose, make eye contact, smile, and transfer energy into others.
  • 112. VoiceFor an effectivedelivery, controlelements such as:1. Volume2. Pitch3. Rate4. Pauses5. Fillers
  • 113. There are verystrong connectionsbetweenCommunication,Presentation andSuccess of anyTransaction
  • 114. This is your moment!! Create yourPresentations on your Laptops usingthe Skills that you have learnt.The Groups will be the same 6 Groupsthat earlier Presented on Flip Chartsor even on Laptops.