Communicate Like a CHAMP!
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If you want to improve your public speaking, this is a presentation for YOU! Content from this presentation will not only strengthen your presentation techniques, but it'll also equip you with an award-winning activity that'll make you shine in front of your peers and clients. Narratives for some of the slide content is written to maximize your understanding of the content. For more information, contact Dr. Kevin Snyder, www.KevinCSnyder.com, Kevin@KevinCSnyder.com
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Communicate Like a CHAMP!
- 1. Communicate Like a CHAMP! Kevin Snyder, Ed.D. @KevinCSnyder www.KevinCSnyder.com Kevin Snyder, Ed.D. Motivational Speaker/Author
- 2. This award-winning presentation is tailored for SlideShare & will have narratives so you can better understand and learn from the slides. Enjoy! For questions, please contact me. Communicate Like a CHAMP!
- 3. “I didn’t say I stole the money.’’ By changing vocal inflection on the underlined words, you can change the meaning of this phrase five(5) different ways.
- 4. “I didn’t say I stole the money.’’ Kevin Snyder, Ed.D. @KevinCSnyder www.KevinCSnyder.com
- 5. Takeaway: “How” we say something can communicate an entirely different message.
- 7. Effective communication, like leadership, is more about awareness than anything else. The majority of our communication is nonverbal! We must be aware of not only communication techniques but also in how we are perceived.
- 8. Envision you are watching a speaker or are speaking .... List/think about all the ways communication is taking place.
- 9. Common answers: Body language, facial expressions, hand gestures, movement, eye contact, attire, confidence …. Oh yes, and the words you actually speak!
- 10. “One of the most important aspects about communication is to ‘hear’ what isn't being said.” Kevin Snyder, Ed.D. @KevinCSnyder www.KevinCSnyder.com
- 11. What are the “methods” by which we communicate? Face-to-face speaking is one … how else do you communicate with someone on a daily basis?
- 12. Examples: Phone, text, email, instant messaging, social media, writing a letter (oh yeah!)
- 13. With the advent of technology and how we communicate through tech, there now exist numerous ways in which we communicate, i.e. inputs. With so many inputs and ways to communicate, we “think” we’ve communicated … but have we?
- 14. “The challenge with communication is the ILLUSION that it’s actually taken place.” Kevin Snyder, Ed.D. @KevinCSnyder www.KevinCSnyder.com
- 15. #1 use of the flip phone?
- 16. Talking on it!
- 17. #1 use of the ‘smart’ phone?
- 18. Texting! Talking is #3 …
- 19. Don’t confuse ACTIVITY with PRODUCTIVITY Just b/c we communicate more quickly and use many more approaches doesn’t mean we’re more productive. If anything, communication is more difficult!
- 20. Don’t confuse ACTIVITY with PRODUCTIVITY DID YOU KNOW: Twitter only allows 140 characters for a reason … Average person’s ATTENTION SPAN!
- 21. Why is this ________________ important? What _____________ will I help them solve? information problem Two questions that will engage who’s listening to you: Kevin Snyder, Ed.D. @KevinCSnyder www.KevinCSnyder.com
- 22. What do you notice about this presentation? Visuals? Bullet points? The next few slides offer some tips for your next PowerPoint!
- 23. Kevin Snyder, Ed.D.Credit to Stan Phelps
- 24. Kevin Snyder, Ed.D. Credit to Stan Phelps
- 25. FI LAND THAT JETFIGHTER! Communications Activity * Award winning … try this in your organization!
- 26. FI * The step-by-step facilitation guide for this powerful activity can be found on this link here! LAND THAT JETFIGHTER!
- 27. Activity Directions • Handouts are required. To download handouts, click here! • You’ll also need slips of paper
- 28. Activity Directions • No talking • Only communicate through notes • Must raise hand for messenger • Three songs
- 29. Ready?
- 30. How did this game make you feel? Who felt frustrated?
- 35. Group questions As Pilots sitting in the ‘A’ seat, what strategies could we have implemented to prevent communication breakdown? As ‘C-D-E’ passengers, what could we have done since we find ourselves in the back, lacking information?
- 36. “PILOTS – A Seat” ~ Don’t assume everyone knows what you know ~ Ensure everyone knows the objective ~ Acknowledge you need everyone to get to safety ~ Delegate/ask for help
- 37. “Co-Pilot/Navigator – B Seat” ~ Be clear about what the objectives are ~ Ask “Pilot” for clarification and help ~ Let “Passengers” know what you know
- 38. “Passengers – C-D-E” ~ Be clear about what the objectives are ~ Ask “Co-Pilot” for clarification and help ~ Don’t just sit there … Get Involved!
- 39. • Communicate differently based on what we know • We need everyone in the plane • As professionals, we find ourselves in each seat at that same time
- 40. FREE eBooks by texting ‘KevinCSnyder’ to #22828 For any questions, or to inquire about Dr. Snyder’s motivational speaking and workshop topics, please simply reach out: Kevin Snyder, Ed.D. Kevin@KevinCSnyder.com www.KevinCSnyder.com
Editor's Notes
- The following slides outline the Chamber U 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
- The following slides outline the Chamber U 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- Now our phones can practically do everything --- in fact the #3 usage of a phone NOW is to actually talk on it. #2 is email/internet and #1 is TEXTING!! Because we are communicating less face-2-face than ever before, think about how technology has impacted how you communicate in the workplace. Yet remember, the single biggest problem with communication is the illusion that is has actually taken place!!
- Now our phones can practically do everything --- in fact the #3 usage of a phone NOW is to actually talk on it. #2 is email/internet and #1 is TEXTING!! Because we are communicating less face-2-face than ever before, think about how technology has impacted how you communicate in the workplace. Yet remember, the single biggest problem with communication is the illusion that is has actually taken place!!
- We need to be thinking of communication in terms of OUTCOME, rather than what we need to say. When we ask ourselves these two questions, ‘Why will they listen to me?’ and ‘What problem will I help them solve?’ then our approach and purpose for communication will be enhanced and become more effective.
- This was a FUN example of how changing your vocal inflection can result in completely different meanings of the exact same message. For example, putting vocal inflection emphasis on the parenthesis below, you’ll understand: “I” didn’t say that I stole the money. I didn’t “say” that I stole the money. I didn’t say that “I” stole the money. I didn’t say that I “stole” the money. I didn’t say that I stole the “money.” * Again, ‘HOW’ we say something can provide completely different meanings.
- The following slides outline the SHRM 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
- The following slides outline the SHRM 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
- This slide introduces the concept of the ‘Jetfighter Communications Activity.’ You could begin the conversation by asking questions such as ‘Why is communication important?’, ‘What are the benefits of effective communication?’, ‘Someone explain to me a situation where they experienced effective communication from a co-worker/supervisor?’, ?’, ‘Someone explain to me a situation where they experienced INEFFECTIVE communication from a co-workher/supervisor?’, etc. Contact me if you’d like to discuss various way of introducing this activity. I highly recommend some sort of ‘tone-setting’ discussion on the importance of communication before launching into this exercise! A few open facilitative questions is all you need! Also, I’ve facilitated this different ways; sometimes you can have them sitting already in a jetfighter formation or you can have them move into the correct seating formation after you explain the directions. Completely up to you! Participant size can be anywhere from 12-120 …. It’s 6 people/group (includes messenger) so it’s nice when you have 3+ groups.
- This slide introduces the concept of the ‘Jetfighter Communications Activity.’ You could begin the conversation by asking questions such as ‘Why is communication important?’, ‘What are the benefits of effective communication?’, ‘Someone explain to me a situation where they experienced effective communication from a co-worker/supervisor?’, ?’, ‘Someone explain to me a situation where they experienced INEFFECTIVE communication from a co-workher/supervisor?’, etc. Contact me if you’d like to discuss various way of introducing this activity. I highly recommend some sort of ‘tone-setting’ discussion on the importance of communication before launching into this exercise! A few open facilitative questions is all you need! Also, I’ve facilitated this different ways; sometimes you can have them sitting already in a jetfighter formation or you can have them move into the correct seating formation after you explain the directions. Completely up to you! Participant size can be anywhere from 12-120 …. It’s 6 people/group (includes messenger) so it’s nice when you have 3+ groups.
- You might want to list directions on the slide, such as here.
- You might want to list directions on the slide, such as here.
- Ensure everyone has slips of paper, pen/paper, and their directions. This should take roughly one minute.
- Once 3 songs are over (remind them at the ending of each song and do a final countdown at 30 seconds!), then you will want to bring the group back together to process the exercise. Here are the two common questions I ask the group, making note of WHO (i.e. ‘A’, ‘B’, ‘C-D-E’) is speaking. Keep asking ‘Why’ or ‘Tell me More …’
- Once you feel that enough discussion has taken place, go ahead and have them read their directions. I recommend starting with either ‘C-D-E’ (just one of them), then ‘B’, then ‘A’. As directions are being read, participants will realize that NOT EVERYONE WAS GIVEN THE SAME DIRECTIONS!!
- These are the two power questions I have the entire group answer, OR I have them break up into small groups (i.e. their planes) to answer. If I facilitate these two questions as small groups, then I have them report back to the larger group with a spokesperson. (This is where you could easily lengthen the activity) And don’t forget to talk about the ‘B’ position; many times they are so busy and they don’t know WHY! Also, when/if they realized how to land the plane, they didn’t forward that communication down further. You needed everyone to land that plane!
- Once the large/small groups have reported, go through the next following slides to highlight some of the take-a-ways! These are some tips to outline for the pilots …
- Tips for the Co-pilot or Navigator (whatever you decide to call the ‘B’ seat position.)
- Tips for the C-D-E’s!
- Here are some highlighted ending thoughts … An ending powerful question I ask is for the group to provide a scenario where they sit in each seat at the same time! Meaning, depending on the type of participant group (let’s say the participants are managers), then they are in the ‘C-D-E’ position when working with the CEO/President/VP but in the ‘A’ position when talking with their direct reports/employees. So you see, the same individual could be seated in all seats at the same time. Get them to provide examples of how this relates to their work.