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This document outlines an agenda for a communication, coaching, and evaluation training workshop. The workshop will cover topics like communication techniques, coaching skills and tools, and principles of evaluation. It includes exercises for participants to practice their communication and receive feedback. The agenda also details segments on active listening, intuition, curiosity, and focusing on action when coaching. Key parameters for evaluation like group dynamics, task, goals, and focus areas are presented. Participants will do a practice evaluation exercise in groups before the workshop concludes with a check out.
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- 3. IDOARRT Intention To practiceand learn Desired Outcome gain knowledge within the field of communication, coaching, evaluation Agenda .... Roles Facilitator & active process participants Rules Be attentive & help to create a positive learning space Time 10.30 a.m - 5 p.m
- 4. AGENDA Evaluation Coaching Communication 2-5 p.m 1.15 - 2 p.m 10.30- 12.15 p.m Evaluate groups What is it What Evaluation How to apply design Rhetorical Practical Work around it exercises Bring something with you
- 5. COMMUNICATION Become aware and practice What Rhetorical Bring something with you
- 6. EXPECTATIONS What is going to happen today
- 7. EXPECTATIONS What is going to happen today COMMUNICATION
- 8. EXPECTATIONS What is going to happen today COMMUNICATION COACHING
- 9. EXPECTATIONS What is going to happen today COMMUNICATION COACHING EVALUATION
- 10. PRESENTATION What did Ido? What did I say? Did I get your attention? How did it affect you?
- 11. RHETORICAL COMPASS Sender (I) Purpose Subject Genre Method Context Process Medium
- 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
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- 14. EXERCISE Write down ashort introduction about yourself Think about the purpose, the subject, genre and process. Choose your audience. Not more than an A4. 20 minutes.
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- 16. EXERCISE Present it tothe other. 5 minutes each Give each other feedback! Name one thing about the presentation that was really good and one that could be better?
- 17. SENDER, METHOD & CONTEXT SENDER (I) Bodylanguage touch onself, hands, arms, legs Distance how far & near Face look & value Energy pace fast and slow METHOD 4 virtues of language: 1. Purity 2. Clarity 3. Adaption 4. Enrichment CONTEXT Think about the Place Time Motivation Attitude when communicating
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- 19. EXERCISE Go through yourtext again, consider the feedback you got! Consider the Sender, Method and context, Repeat it to yourself. 15 min
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- 21. EXERCISE Find someone new.Present it! Give feedback - Try again. Consider: Sender, Method and context, purpose, subject, genre and process. Feedback: what caught your attention, what was less interesting, why was it less interesting (your interest, the voice etc) 10 minutes for each person
- 22. COACHING Learn some foundationsabout coaching and get some tools. What is it How to apply Practical exercises
- 24. COACHING Coaching is doneto make it easier for someone else performance, learning & development.
- 25. COACHING Coaching is doneto make it easier for someone else performance, learning & development. Combination of psychology, organizational psychology, sports psychology, development of one self
- 26. COACHING Coaching is doneto make it easier for someone else performance, learning & development. Combination of psychology, organizational psychology, sports psychology, development of one self Now & the future Unrevealed potential Self realization Definition of goal Find out how (not why) Listening Focus on opportunities now & in the future
- 27. COACHING 4 skills and tools Active Listening: on different levels, conclude, break in Intuition: stillness, dance in the moment, visualization Curiosity: reflection, impactful questions Focus on Action & Learning: keep agenda, conclude
- 28. ACTIVE LISTENING To listenand hear are two different things.There are three levels of listening.
- 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 want to do and what the other want to.
- 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 want to do and what the other want to. Level II: Focus listening: Listening attentive with curiosity, rephrase
- 31. 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 want to do and what the other want to. Level II: Focus listening: Listening attentive with curiosity, rephrase Level III: Global listening: Listen to bodylanguage, voice, taste & intuation. Ask questions from your intuition.
- 32. EVALUATION Why, how and what Evaluate groups Evaluation design Work around it
- 33. EVALUATION Five parameters thatare important when evaluating.
- 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...
- 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?
- 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...
- 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? 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?
- 38. 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 used 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?
- 39. EXERCISE To learn bydoing, by evaluating and trying
- 40. EXERCISE To learn by doing, by evaluating and trying If you where to evaluate today. What would it be like? Divide into 3 groups. Make an evaluation that would take 15 minutes.You have 20 minutes to prepare. Each group focus on 1. coaching 2. communication 3. Overall 4. Evaluation
- 41. EVALUATION EXAMPLES To learn by doing, by evaluating and trying Purpose: to evaluate the Labb, the time before and after. Goal to reflect and get knowledges KEYPOINTS INDIVIDUAL Individual knowledge vision and steps for future Possibility to give feedback KEYPOINTS GROUP Visualize the time What was good and less good Knowledges within the group
- 42. EVALUATION EXAMPLES To learn by doing, by evaluating and trying KEYPOINTS INDIVIDUAL Individual arrow Find 3 most important knowledges How 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 Floormap Focus on: Best and less good Knowledge Have we meet the criterias? How did we work together? Where did we gain knowledge from? What did you as a group learn?
- 43. GOAL To learn bydoing, by evaluating and trying
- 44. GOAL To learn by doing, by evaluating and trying Communication Become aware and practice Coaching Learn some foundations about coaching and get some tools. Evaluation Why, how and what
- 45. CHECK OUT Niceway for rounding off together and to make everyone share their experience.
Editor's Notes
- #2 \n
- #3 10.30-10.35\n
- #4 10.35-10.40\n
- #5 10.35- 10.40\n
- #6 10.40\n
- #7 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
- #8 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
- #9 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 10.50- 11.\nTake 5 minutes to discuss this\n
- #11 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
- #12 11.00-11.10\n
- #13 11.10 - 11.40\n
- #14 11.10 - 11.40\n
- #15 \n
- #16 11.40 - 11.55\n
- #17 11.50-12.15\n
- #18 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
- #19 10 min\n\n
- #20 10 min\n\n
- #21 10 min\n\n
- #22 10 min\n\n
- #23 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
- #24 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
- #25 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
- #26 10 min\n\n
- #27 When they get back the continue coaching\n\n
- #28 10 min\n\n
- #29 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
- #30 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
- #31 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
- #32 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
- #33 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
- #34 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
- #35 \n
- #36 \n
- #37 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
- #38 Time: 20 min\nHow did the day meet your expectations? \n
- #39 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
- #40 15.10\nTime: 10 min\nHow did the day meet your expectations? \n
- #41 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
- #42 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
- #43 10 min\n
- #44 \n