Hart L.B., Waisman C.S. - The leadership training activity book (2005)(en)

208THE LEADERSHIP TRAINING ACTIVITY BOOK

MATERIALS

Three colored signs labeled Excellent, Good, and Fair

Five colored signs labeled Confidence, Organization, Introductions and Conclusions, Visual Aids, and Delivery

Copies of Handout 38.1: Take-Home Assignment

Handout 38.2: Feedback Sheet for Public Speaking.

EQUIPMENT AND SUPPLIES

Flipchart and markers

Five tables

ROOM SET-UP

Chairs arranged in a circle, facing flipcharts

Comments

A leader will give many speeches over the course of his or her career, but leaders have only one opportunity to make a stunning impression. This is why it is so important to regularly review proven techniques that make presentations meaningful and memorable. This activity is best done in two sessions: one to explain the concepts and a second to perform the speeches and get feedback.

Trainer’s Notes for Activity 38

STEP-BY-STEP PROCEDURE

Step 1: Introduce the activity by explaining how important it is to be able to deliver effective presentations.

“As a leader, you will give innumerable speeches over the course of your career—in your organization, as well as in the community. Presenters have only one opportunity to make a stunning impression, so we are taking some time today to review techniques that make presentations meaningful and memorable. You will learn how to add pizzazz to all of your presentations!

First we will share our experiences listening to presentations that missed the mark and try to determine what we want to avoid. Then we will examine what you already know about making a good presentation, and we will review any “tried-and-true” tips that will add life to your talks.

SET AN EXAMPLE

209

Then, I will give you an assignment to prepare a presentation that you will deliver to this group the next time we meet.”

Step 2: “We all have suffered through ineffective and boring presentations. Can anyone remember an especially memorable one that went over like a lead balloon?” Allow a few minutes for people to share experiences, and then ask

“What is it about some speakers that can turn an audience off? Let’s make a list of things that speakers do wrong.”

Note a few observations on the flipchart, and then ask how many things on this list have to do with content. The participants should see that most mistakes have nothing to do with content, yet most of the planning time is spent on content. “Today we will focus on your delivery.”

Step 3: Write the following facts on a flipchart page.

Where does the real impact of a message come from?

7% comes from your words.

38% comes from your tone of voice.

55% comes from nonverbal communication.

Discuss how people feel about these research findings, and explain that when we communicate by phone, the percentages shift: tone of voice is said to make up 80 % of what is conveyed!

Step 4: Explain that you will now give people a chance to look at their own performances.

Lay out the three colored signs (Fair, Good, Excellent) on the floor, each 6 to 10 feet apart.

Ask everyone to stand up and listen to a question posed by you. They should then move to the colored sign that most closely fits how they rate their presentation skills. Follow this same procedure for all five questions, and encourage them to keep a record.

The questions are:

How do you rate your level of comfort and confidence in delivering presentations?

How do you rate your ability to organize the content of a presentation?

210 THE LEADERSHIP TRAINING ACTIVITY BOOK

How do you rate your ability to create an enticing introduction and a compelling conclusion?

How do you rate your use of visual aids to enhance your presentations?

How do you rate your energy during the delivery of your presentations?

Step 5: Now give people time to share what they know about presentations. Start by putting one of the colored signs at each of five tables (Confidence, Organization, Introductions and Conclusions, Visual Aids, and Delivery).

Tell each participant to decide to which of these five areas they will be contributing suggestions. Encourage people to select one of their highest rated areas, but it is fine if they have ideas relating to areas in which they are weak. Let them chose the area.

Participants should divide into small groups according to the area they have chosen to focus on and use the flipchart paper and markers to list the ideas the group will suggest.

When everyone is finished, each group will present its suggestions. Embellish what they present with your own tips. Here are a few:

Step 6: Tips on Making Good Presentations

Enhance your confidence.

Gather all the information you can about your audience’s knowledge of the content, the setting, and the equipment you plan to use.

Step 7: Now do some visualization. Ask participants to close their eyes and think of a very good speaker they know. Ask, “What is the expression on his or her face? What gestures are used? Does he or she move around while talking? Is there any use of visual aids? Move forward until the speech is done. What are the audience’s reactions?

Keep your eyes closed. Now remove the face of this speaker and put yours on the body. Make your facial expressions animated. “Watch yourself making gestures. See yourself moving around a little, but not pacing. Look out at the audience and see how well they are responding. Give a strong conclusion, and listen to the applause.”

Suggest that they visualize several times as they plan and practice their presentations. Tell them that closing their eyes prevents distraction.

SET AN EXAMPLE

211

Step 8: “When it comes time to deliver your presentation, get to the meeting room early. Check the equipment. Walk around. Greet people as they arrive and chat with them.”

Here are more tips:

Start planning and organizing as early as possible.

Review your outcomes and what you know about the audience and the room site.

Create your outline to include:

Purpose

Organization

Introduction

Conclusions

Delivery choices

Visual aids

Memorize your opening and conclusion.

As for your delivery, practice, practice, practice!

Exercise just beforehand: Sit in a chair and press your hands together. Sit in a chair and push your feet to the floor. In the chair, put your hands on the seat, and push down-pull up.

Use positive affirmations, such as “Today my message will impact others!” The purpose is to reverse the negative talk that our inner critic supplies.

Stand, and you will get better results. Do not stand behind a lectern or podium, however; stand to the side. Use cards to remind you of important points.

Move to a different location, such as back and forth between two charts or two flipcharts. Avoid the “pacing lion” syndrome, because it is very distracting.

Draw people in by making eye contact. Vary your eye contact so you connect with everyone.

Use gestures above the waist—no hands in pockets or behind your back. Watch actors on TV with the sound off, and see how they move.

212THE LEADERSHIP TRAINING ACTIVITY BOOK

Get and keep mental attention. Every nine minutes, our attention wanes. Here are some ways to hold their attention:

Use people’s names when they ask a question.

Give quizzes.

Stop and ask them to compare notes with a neighbor.

Refer to a well-known event, movie, quote, or person (or all).

Use a “stand-up” poll.

Tell audiences that you will be giving them a gift a little later. (But be sure you do it.)

Step 9: Tips on Using Visual Aids

Keep them simple—six lines per screen, maximum.

Use color.

Stick to one subject per visual.

Don’t reveal the aid until you are ready to use it.

Use blank flipchart pages between pages you write on.

Write notes to yourself in pencil on the flipchart page.

Turn off equipment when not in use.

Look at the audience—not the aid. Don’t read out loud what people can read themselves.

Don’t pass things around during the presentation.

Step 10: You told participants that you would be giving them an assignment so each person can apply these tips when they deliver a presentation at a later time. Distribute Handout 38.1: Take-Home Assignment.

Step 11: Follow-up session for participant presentations.

Set the stage by arranging chairs to simulate a meeting room.

Draw straws to determine who goes when.

SET AN EXAMPLE

213

Distribute a feedback sheet to each participant. Tell participants that they will evaluate the person who speaks just before they do. As facilitator, you should evaluate each person.

For each round:

The presenter gives a six-minute speech.

Provide time for listeners to complete feedback sheets.

Lead a feedback session.

Distribute Handout 38.2: Feedback Sheet for Public Speaking.

POST-ACTIVITY REVIEW

Take time shortly after conducting this activity to reflect on how it went, how engaged the participants were, and what questions they raised. Then, make notes that include how much time you actually spent on the activity.

HANDOUT 38.1

Take-Home Assignment

Be prepared to speak to us for six minutes on the topic _______________ . For example, “How I make sure that balance and play fit into my life.” Plan to use at least one visual aid. The purpose of this presentation is to share strategies that might be helpful to each of us, as well as to give us a glimpse of your presentation style and your ability to put into use the elements we have outlined in “Presenting with Pizzazz.”

© 2005 AMACOM, A DIVISION OF AMERICAN MANAGEMENT ASSOCIATION. This handout is available in PDF form at www.amacombooks.org/leadershipact.

HANDOUT 38.2

Feedback Sheet for

Public Speaking

Your name: ___________________ Speaker’s name ___________________

Date: ______________

Award points for each item in the category, using a 1–5 scale (5 is excellent)

Development of Introduction

Gains attention ______________

Establishes rapport ______________

Discloses purpose ______________

Motivates ______________

Organization of Speech

Clear ______________

Simple ______________

Easy to follow ______________

Focus: Body of Speech

Uses a variety of supporting materials ______________

Uses audiovisual aids appropriately and effectively ______________

Uses reinforcement techniques ______________

Speaker’s Body Language

Facial expressions ______________

Use of eye contact ______________

Use of gestures ______________

Posture and movement ______________

Speaker’s Voice

Clear ______________

Varied ______________

Rate of speech varied appropriately ______________

Conclusion of speech/Overall effectiveness _________________________

© 2005 AMACOM, A DIVISION OF AMERICAN MANAGEMENT ASSOCIATION. This handout is available in PDF form at www.amacombooks.org/leadershipact.

This page intentionally left blank

39

CAN WE TALK ABOUT THIS?

The Leader as Negotiator

Overview of Activity

Negotiation is the skill that leaders will use more than any other. By taking roles in a work scenario, leaders practice this critical competency.

Objectives

To identify participants’ preferred negotiation styles.

To practice using negotiation skills.

Setting Up the Activity

GROUP SIZE

Negotiation teams of 5 participants each

ESTIMATED TIME

1 to 2 hours

TRAINING METHODS

Application

Self-assessment

Case study

Coaching

Presentation

Discussion

217