Is anybody hearing your inconvenient but important messages?
•
0 likes•574 views
The document discusses strategies for effectively communicating important but uninteresting messages to diverse audiences. It emphasizes the importance of adapting communication approaches based on different learning styles and preferences. Specifically, it suggests tailoring messages and using examples, bullet points, charts, stories and other visualizations to engage people based on whether they are more abstract, existential, numerate, linguistic, auditory, visual, kinesthetic or interpersonal learners. The goal is to get compliance messages through to "most of the people most of the time" by tuning into their preferred channels and framing what's in it for them.
Recommended
More Related Content
Viewers also liked
Similar to Is anybody hearing your inconvenient but important messages?
Similar to Is anybody hearing your inconvenient but important messages? (20)
More from Jennie Vickers
More from Jennie Vickers (14)
Recently uploaded
Recently uploaded (20)
Is anybody hearing your inconvenient but important messages?
- 1. Is anybody hearing your inconvenient but important messages? Jennie Vickers ZeopardLaw jennie@zeopard.com
- 2. Communicating boring but important messages the key is adaptability
- 3. TheThe day it rained flourescent day it rained flourescent yellow
- 5. nobody is listening 1
- 6. tune into the right channel 2
- 7. the first sell is always to you 3
- 9. know the different stages of learning 1
- 10. know your preferences 2
- 11. leaders change their approach 3
- 12. take the fastest path 4
- 13. most of the people most of the time 5
- 14. Part 2 OSH COP Utility Arborists •Section A5.3 Ordinary Persons •Section A5.1 and Table 1 Utility Arborist •Ordinary Persons 11kv MAD-4.0m •Utility Arborist-11kv MAD-1.0m How do we get tree owners to decide for themselves that using a UA is a no-brainer?
- 15. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 16. Visual-Show me 1
- 17. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 18. Auditory-Tell Me 1 4 3 2 2
- 19. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 20. Kinesthetic-Let Me 3
- 21. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 22. Numerate-Give me bullet points 4
- 23. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 25. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 28. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 30. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 31. Intrapersonal-What’s in it for me? 9
- 32. Getting Compliance Messages through to “Most of the People Most of the Time” Abstract Existential Intrapersonal what’s this like? what’s this about? what’s in this for me? tools tools tools Numerate Linguistic Interpersonal give me bullet points give me distinctions give me examples tools tools tools Visual Auditory Kinesthetic Show me Tell me Let me tools tools tools Based on the Thought Leaders Model for Comprehension
- 33. Instructions: Identify your preferred learning styles. then your least preferred and share it with your neighbour.
- 34. lets play with that
- 35. Part 2 OSH COP Utility Arborists Example
- 36. School dental NZ needs right trees Control-Use it or nurse or in right place for lose it use a UA orthodontist to enviro survival and have your say pull your teeth? UAs are We quoted $400 for Bullets, charts, Mr x he refused and numbered lists for life not the reg 14 bill was strife $5,500 MAD chart Include a place on voltage chart Words on a form or brochure tree photo leaflet for them to write Getting the UA Compliance Messages through to “Most of the People Most of the Time”
- 37. Adaptability and consistency are the keys
- 38. Use a UA and avoid the tears and the terror
- 39. If you want people to hear you: •speak in their language; •speak to their problems; and •speak to their issues. Jennie Vickers ZeopardLaw jennie@zeopard.com
- 41. THINK LAW TALK
Editor's Notes
- \n
- Why this why now why me????\nHow to adapt your communication approach to fit the needs of different people\nMake the key distinction, that in the one-on-one environment it’s about finding people’s preferred way of receiving information. But in the group environment it’s about ensuring that you’re covering all bases.\n\n\n\n\n\n\n\n
- \n
- \n
- Inconvenient message costly message and they are not listening\n
- Here I explain how it’s like watching TV, but someone else has the remote. We all tune to different channels and while some of us might enjoy sport there are others that would prefer a movie. Howard Gardner of the original thinker of multiple intelligences suggested that we need to diversify our communication and teaching styles so that more people get to understand more of what we say more of the time.\n
- Explain the importance of conviction, and how few people take the time to truly understand why what they do is so powerful.\n\n You actually need to convince yourself first by exploring the issues, the criteria that people have for buying and the evidence that what you’re suggesting is useful.\n\nAt this point I like to explore.\n
- \n
- We get to remind the room that beginners learn with their senses, intermediate students learn through arrangement and organisation, and advanced learners are interested in understanding.\n
- You remind people that we have a preferred way of learning. I go back to the worksheet and look at their first, second and third preferences.\n
- This one is pretty self explanatory. The bottom line is the most flexible person in the room is invariably the leader.\n
- Here you talk about the one-on-one perspective and how in small group environments where you know the audience well, you should deliver the information in their preferred channels.\n
- And once again, just to restate, this is not about pleasing everybody. You should not play to a vocal minority. What you want to do is just try to get most of the people most of the time, in a group environment by accessing all channels.\n
- This one is pretty self explanatory. The bottom line is the most flexible person in the room is invariably the leader.\n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- On this slide we introduce the distinction between method and message.\n\nIf you haven’t already, discuss Cicero and Caesar. Effectively, you try to elevate the importance of message.\n\nThree elements of communication by Albert Mehrabian.\nIn his studies, Mehrabian comes to two conclusions. Firstly, that there are basically three elements in any face-to-face communication:\nWords\nTone of voice\nFacial Expression\n\nSecondly, the non-verbal elements are particularly important for communicating feelings and attitude, especially when they are incongruent. If words disagree with the tone of voice and facial expression, people tend to believe the tonality and facial expression.\nIt is emphatically not the case that non-verbal elements in all senses convey the bulk of the message, though this is how his conclusions are frequently misquoted. When delivering a lecture or presentation, for instance, the textual content of the lecture is delivered entirely verbally, but non-verbal cues are very important in conveying the speaker's attitude towards their words, notably their belief or conviction.\n7%-38%-55% rule\nThe actual conclusion is that when we are in rapport, the message is less relevant but if not, message is essential.\n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- Explain the three points of failure in communication.\n\n1. You need to think about your ideas in the three layers\n2. You need to present your ideas in a way that people will get them clearly, and this means speaking in three layers.\n3. You need to present information in a way that makes sense then (core IP learning channels)\n4. Need to understand their needs so that the information is communicated in a way that is engaging relevant and meaningful.\n\n\n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- I like to make the point that you should have multiple positioning statements. For each new project idea or role create a new positioning matrix. I explain that before I communicate a project or an idea to someone figuring out the positioning matrix helps me get very clear about what it is and what it is not.\n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- I then tell them that they’ve got to figure out different ways of walking through the matrix.\n\nBasically if in a hurry, talk through the middle row.\n\nIf trying to be thorough, talk through bottom left to top, middle to top and bottom right to top.\n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- \n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- On this slide we introduce the distinction between method and message.\n\nIf you haven’t already, discuss Cicero and Caesar. Effectively, you try to elevate the importance of message.\n\nThree elements of communication by Albert Mehrabian.\nIn his studies, Mehrabian comes to two conclusions. Firstly, that there are basically three elements in any face-to-face communication:\nWords\nTone of voice\nFacial Expression\n\nSecondly, the non-verbal elements are particularly important for communicating feelings and attitude, especially when they are incongruent. If words disagree with the tone of voice and facial expression, people tend to believe the tonality and facial expression.\nIt is emphatically not the case that non-verbal elements in all senses convey the bulk of the message, though this is how his conclusions are frequently misquoted. When delivering a lecture or presentation, for instance, the textual content of the lecture is delivered entirely verbally, but non-verbal cues are very important in conveying the speaker's attitude towards their words, notably their belief or conviction.\n7%-38%-55% rule\nThe actual conclusion is that when we are in rapport, the message is less relevant but if not, message is essential.\n
- \n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- \n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- Why there may be no wisdom in crowds! \n\nCrowd sourcing as an idea has one fundamental principles as it prime lever - people are allowed to express their idea freely and without filter, manipulation or control. Its assumes that people are contributing and voting from truth and independent of influence by others. Nazi Germany got the crowd thing drastically wrong because a few opinion makers directed and manipulated the public Zeitgeist and one of the darkest moments in human history occurred. This is not crowd sourcing this is mass manipulation. Thought leaders do not mobilise mobs they build advocates instead. Its about individuals who see the merit in the idea and evangelise it versus groups who endorse the idea as a policy stance.\n\nAdvocacy is not about team building. Team building is a management principle. Often in teams we need to work to the slowest common denominator, we need to put in systems and procedures to handle the human frailties that often exist in groups. Advocacy building is about identifying independent thinkers and opinion formers and exciting them to your projects and ideas. Its about building teams of geniuses.\n
- As you walk through this work sheet, You want to be able to give the audience practical examples of how you would share an idea one-on-one in small group and large group formats through each of the nine fundamental learning channels.\n\nAs a heads up to mentors Howard Gardner did not represent the information this way, he also presented 11 not nine fundamental channels (but that wouldn’t fit in the matrix ;)) in reality the other two aren’t relevant to the teaching environment.\n\n\n
- \n
- \n
- \n
- \n
- The way you think and like to receive info is irrelevant-the only thing that matters is them and what works for them\nWhy this why now why you?\nAll your customer facing staff need to understand these principles and how to apply them.\n\n
- \n
- \n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n
- I needed somethig to represent my whole life theme of different\n