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World Class Communication Skills - Accessible to Everyone RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS While Saving Time & Optimising Learning Outcomes.

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Presentation on theme: "World Class Communication Skills - Accessible to Everyone RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS While Saving Time & Optimising Learning Outcomes."— Presentation transcript:

1 World Class Communication Skills - Accessible to Everyone RAPIDLY BUILDING EFFECTIVE TRAINING PROGRAMS While Saving Time & Optimising Learning Outcomes

2 World Class Communication Skills - Accessible to Everyone INTRODUCTION

3 Set Objectives Analyse/Conform Set Objectives Analyse/Conform Implement Teaching/Learning Evaluate Participants & Content BACKGROUND  Who develops training programs/resources (directly/indirectly) ?  When developing programs we all typically apply this type of system (there are lots of variations) : ANALYSIS Design Structure Develop Content & Aids Implement Teaching/Learning Evaluate Participants & Content  In my experience the Design and Development steps can be the hardest and most time consuming  Because in many cases we are starting with a blank

4 BACKGROUND  So I started to research the available methods OBTAFLFADDIEAQTFEYLF Frameworks Set Objectives Analyse/Conform Implement Teaching/Learning Evaluate Participants & Content Design Structure Develop Content & Aids These are very good at some aspects (setting objectives, Evaluation & in some cases even implementation) But they did not show me how to take the content and turn it into something really understandable ??

5 Set Objectives Analyse/Conform Implement Teaching/Learning Evaluate Participants & Content Design Structure Develop Content & Aids ?? BACKGROUND  So I started to dig deeper! OBTAFLFADDIEAQTFEYLF Operant Conditioning FrameworksApproaches Gestalt Learning Classical Conditioning Situated Learning Constructivism Case-Based Learning 4MATGoal-Based Scenarios Discovery Learning Problem-Based Learning Activity Theory Delivery Strategies Actor-NetworkDistributed Cognition Multiple Intelligences Affordance GOMSSocial LearningComponent Display ARCSElaboration Logics DISCMBTI Jung Personality Kolb Learning Styles Benziger’s Brain Type Psychology Keirsey Temperament Eysenck Personality The Big Five Factors FIRO-B Assessment Birkman Method Belbin Roles & Personality  By the time I reached this stage I was completely confused (and I found that I am not the only one) So I went back to first principles to make this easier to use Informal Symbolic Decomposition Assimilative Generalisation Abstraction Explanation DeductiveAssociationSyllogisticDisassociationDetailing Formal DiscoverySpecialisation Group Rationalisation RandomisationInductiveAnalogous

6 BACKGROUND  I began by looking at the various logics (cognitive science) OBTAFLFADDIEAQTFEYLF Operant Conditioning FrameworksApproaches Gestalt Learning Classical Conditioning Situated Learning Constructivism Case-Based Learning 4MATGoal-Based Scenarios Discovery Learning Problem-Based Learning Activity Theory Delivery Strategies Actor-NetworkDistributed Cognition Multiple Intelligences Affordance GOMSSocial LearningComponent Display ARCSElaboration Logics DISCMBTI Jung Personality Kolb Learning Styles Benziger’s Brain Type Psychology Keirsey Temperament Eysenck Personality The Big Five Factors FIRO-B Assessment Birkman Method Belbin Roles & Personality These 5 Templates can be used to build any message (they remove the guesswork) Informal Symbolic Decomposition Assimilative Generalisation Abstraction Explanation DeductiveAssociationSyllogisticDisassociationDetailing Formal DiscoverySpecialisation Group Rationalisation RandomisationInductiveAnalogous RA S OP COGNITIVE TEMPLATES (Building Blocks for any Message)

7 BACKGROUND OBTAFLFADDIEAQTFEYLF Operant Conditioning FrameworksApproaches Gestalt Learning Classical Conditioning Situated Learning Constructivism Case-Based Learning 4MATGoal-Based Scenarios Discovery Learning Problem-Based Learning Activity Theory Delivery Strategies Actor-NetworkDistributed Cognition Multiple Intelligences Affordance GOMSSocial LearningComponent Display ARCSElaboration DISCMBTI Jung Personality Kolb Learning Styles Benziger’s Brain Type Psychology Keirsey Temperament Eysenck Personality The Big Five Factors FIRO-B Assessment Birkman Method Belbin Roles & Personality PERSONALITY PROFILING (For Individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) Which uses a really practical approach based on a profiling pyramid Personality Type Agendas (Internal/External) Knowledge (Subject/Situation) Culture (Societal/Organisational) Human Nature (Universal) But this is beyond the scope of today’s presentation  And then I worked on the psychological aspects

8 BACKGROUND OBTAFLFADDIEAQTFEYLF Operant Conditioning FrameworksApproaches Gestalt Learning Classical Conditioning Situated Learning Constructivism Case-Based Learning Problem-Based Learning Activity Theory Delivery Strategies Distributed Cognition Multiple Intelligences GOMSSocial LearningComponent Display ARCSElaboration So you can readily apply this system within all standard approaches & strategies For example: 4MATGoal-Based Scenarios Discovery Learning Actor-NetworkAffordance PERSONALITY PROFILING (For individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) ApproachesDelivery Strategies  And these methods fit perfectly within the various: ABSTRACT SYMBOLS SOUND ONLY SIGHT ONLY SIGHT AND SOUND SIMULATED EXPERIENCE ACTUAL EXPERIENCE Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory Recordings Radio/Telephone Speaker Only Text Symbols Still Pictures Diagrams/Charts/Maps etc. Silent Motion Pictures Illustrated lectures Videos Directive Demonstrations Audience Inclusive Demonstrations Role Playing (Dramatised Experiences) Workshops and Group Design Process with output Direct Experience (e.g. building/operating/doing) Passive Single Channel Input stimulating hearing only Passive Single Channel Input stimulating sight only, but using graphical or iconic input Passive Dual Channel Input Active Multi-Channel Experience in simulated situation Active Multi-Channel Experience in real situation COMMUNICATIONS CHANNELSCONTENT ABSTRACT CONCRETE ACTIVE PASSIVE LIKELY RETENTION OF INFORMATION (The broader the tier the more information is typically remembered)

9 BACKGROUND OBTAFLFADDIEAQTFEYLF Frameworks 4MATGoal-Based Scenarios Discovery Learning Actor-NetworkAffordance PERSONALITY PROFILING (For individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) ApproachesDelivery Strategies  This is a really useful approach for choosing strategies ABSTRACT SYMBOLS SOUND ONLY SIGHT ONLY SIGHT AND SOUND SIMULATED EXPERIENCE ACTUAL EXPERIENCE Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory Recordings Radio/Telephone Speaker Only Text Symbols Still Pictures Diagrams/Charts/Maps etc. Silent Motion Pictures Illustrated lectures Videos Directive Demonstrations Audience Inclusive Demonstrations Role Playing (Dramatised Experiences) Workshops and Group Design Process with output Direct Experience (e.g. building/operating/doing) Passive Single Channel Input stimulating hearing only Passive Single Channel Input stimulating sight only, but using graphical or iconic input Passive Dual Channel Input Active Multi-Channel Experience in simulated situation Active Multi-Channel Experience in real situation COMMUNICATIONS CHANNELSCONTENT ABSTRACT CONCRETE ACTIVE PASSIVE LIKELY RETENTION OF INFORMATION (The broader the tier the more information is typically remembered) Source: Adapted from information at Dale, E., 1969, ‘Audiovisual Methods in Teaching’. 3 rd Edn. Holt Rinehart and Winston, Inc., New York, pp and Mayer, R., and Moreno, R.,1998, ‘A split-attention effect in multimedia learning: Evidence for dual information processing systems in working memory.’ Journal of Educational Psychology, 90, pp and Sloan, P., and Latham, R., 1981, ‘Teaching Reading Is….’ Nelson, Melbourne, p. 90 and Wiman, and Meirhenry, 1960, ‘Educational Media’. Charles Merrill, New York, and Paivio, A, 1991, ‘Dual-coding theory: Retrospect and current status’. Canadian Journal of Psychology, 45 93, pp and Cole, P., and Chan, L., 1994, ‘Teaching Principles and Practice’. 2 nd Edn. Prentice Hall, Sydney, p. 151 and Sinatra, R., 1986, ‘Visual Literacy Connections to Thinking, Reading and Writing, Charles C. Thomas, Springfield Illinois, p. 157 SIGHT AND SOUND SIMULATED EXPERIENCE ACTUAL EXPERIENCE ABSTRACT SYMBOLS SOUND ONLY SIGHT ONLY Passive Single Channel Input that needs to be decoded effectively for storage in Long Term Memory Recordings Radio/Telephone Speaker Only Text Symbols Still Pictures Diagrams/Charts/Maps etc. Silent Motion Pictures Illustrated lectures Videos Directive Demonstrations Audience Inclusive Demonstrations Role Playing (Dramatised Experiences) Workshops and Group Design Process with output Direct Experience (e.g. building/operating/doing) Passive Single Channel Input stimulating hearing only Passive Single Channel Input stimulating sight only, but using graphical or iconic input Passive Dual Channel Input Active Multi-Channel Experience in simulated situation Active Multi-Channel experience in real situation COMMUNICATIONS CHANNELSCONTENT ABSTRACT CONCRETE ACTIVE PASSIVE LIKELY RETENTION OF INFORMATION (The broader the tier the more information is typically remembered)

10 Frameworks BACKGROUND  And the templates can also be used for any framework (and not just these ones) : OBTAFLFADDIEAQTFEYLF Frameworks DISCMBTI Jung Personality Benziger’s Brain Type Birkman Method This methodology is therefore widely applicable The Templates cut training program development time (by up to half) And it makes your content really easy to understand & remember! Operant Conditioning Frameworks ApproachesDelivery StrategiesApproachesDelivery Strategies Actor-Network PERSONALITY PROFILING (For individuals & Groups) COGNITIVE TEMPLATES (Building Blocks for any Message) PERSONALITY PROFILING (For individuals & Groups)

11 Frameworks ApproachesDelivery Strategies PERSONALITY PROFILING (For individuals & Groups) COVERAGE COGNITIVE TEMPLATES (Building Blocks for any Message) COGNITIVE TEMPLATES (Building Blocks for any Message)  In this session, I will:  Provide a quick Overview of the Templates RA S OP  Show you how these can be used in a Practical Demonstration P O R A So you can use this approach immediately There will be time at the end for questions (could you therefore please hold your questions until then)

12 AN OVERVIEW OF THE TEMPLATES RA S O P

13 Post reading Assignment Other Lessons Revision Assessment SETTING THE STRUCTURE The first step is to set the structural objectives (across 6 sections) Build Desire & create Interest Pre-Reading Prior Lessons Get the students to think about the topic Generate attention & interest (Desire & Involvement) State the Theme Generate belief Explain the Structure Lay down the Ground Rules Deliver the identified points & prove the Theme Generate interest & desire Stimulate further discussion Support open discussion Explore issues Provide active involvement Reinforce the Theme Get feedback Stimulate Finish concisely Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused BodyIntroductionConclusionPreliminariesFollow UpQ,A&D These form a really useful checklist (minimises guesswork) However, every stage is not always required The critical ones are the Introduction & Conclusion The structure of the Body is then covered by the Templates

14 WHAT ARE TEMPLATES? So what are the templates?  They are based on substantial research into the way we think (cognitive science, logic, etc.)  They give you a guide to the content that you want to deliver (a truly effective checklist)  Extremely flexible (you can literally build any message quickly – use them like building blocks) RA S OP

15 HOW DO YOU USE THEM? Work out which message you want to deliver Proposal: You want to explain a recommended approach to someone else or influence them to use the information (e.g. safety) Options: You want to explain a set of options or approaches and get your students to use the information (e.g. alternatives) Analytical: You want to get people to reach a conclusion from the information you provide (e.g. gain understanding) Sequential: You want to explain a sequence of events or a process (e.g. everything from history to process teaching) Relational: You want to explain interrelated items (This is a bit of a catchall, because you can literally link anything & make it understandable) RA S O P R A S O P RA S O P A R S O P RA S O P

16 HOW DO YOU USE THEM? Then use the checklists they provide through: PART 3PART 2PART 1  Element 1  Element 2  etc.  Element 1  Element 2  etc.  Element 1  Element 2  etc. Include all of the parts (this is important) Only include the elements you require (you may not need them all) Cover them in as much detail as required  You can cover them in a diagram  You can cover them in a single sentence or word We’ll see how this works during the practical exercise

17 PUTTING THEM TOGETHER Often you will be able to use just one template For complex messages you can also join them together This is actually really simple – For example: A R S R A S P BODY OF RESPONSE EXPLAIN NEED FOR CHANGE DETAIL CONS & PROS DESCRIBE PROPOSAL Conclusion Introduction  Clear Path/ Process  State Problem Interpretation EvidenceBackground  Detail Cons and Pros Dominant Template = Proposal Template Summarise Sequence Describe Detailed Stages Outline Sequence Overview of the Relationships Describe Issues Whole Picture View Analytical Template Sequential Template Relational Template

18 WHAT DOES THIS MEAN? You can build any lesson with these The resulting content aligns perfectly with the way people think (particularly if you use the profiling information) So they will understand and be influenced by the information It takes the guesswork out of developing the message (cutting your development time)

19 World Class Communication Skills - Accessible to Everyone PRACTICAL EXERCISE Application in the Real World P O R A

20 SELECT YOUR TEMPLATE Work out which message you want to deliver Proposal: You want to explain a recommended approach to someone else or influence them to use the information Options: You want to explain a set of options or approaches and get your students to use the information Analytical: You want to get people to reach a conclusion from the information you provide Sequential: You want to explain a sequence of events or a process Relational: You want to explain interrelated items

21 PROPOSAL TEMPLATE Develop the Introduction and Conclusion using the earlier checklists Now just work your way through the elements to build the Body RA S O P EXPLAIN NEED FOR CHANGE DETAIL CONS & PROS DESCRIBE PROPOSAL  Overview  Detailed Description  Clear Path/Process  Discredit the Cons. (Link to WIIFMs)  Explain Pros (Link to WIIFMs)  State Problem/s or Opportunities  Explain Ramifications (Link to WIIFMs) Identify Problem or Opportunity Evaluate Decision Develop Alternatives Choose Best Alternative 1235 Implement Solution 4

22 PROPOSAL TEMPLATE RA S O P EXPLAIN NEED FOR CHANGE DETAIL CONS & PROS DESCRIBE PROPOSAL  Overview  Detailed Description  Clear Path/Process  Discredit the Cons. (Link to WIIFMs)  Explain Pros (Link to WIIFMs)  State Problem/s or Opportunities  Explain Ramifications (Link to WIIFMs) Generate attention & interest (Desire & Involvement) State the Theme Generate belief Explain the Structure Lay down the Ground Rules Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused IntroductionConclusion BODY

23 OPTIONS TEMPLATE RA S O P REASON FOR PROPOSED OPTION/S EXPLAIN OPTIONS EXPLAIN NEED FOR CHANGE  Overview Options  Describe Options (Normally 3-7 with Recommended Option Last)  Rule Out Options (Overview Pros and Cons for all but last Option)  Detailed Cons and Pros for last Option (Link to WIIFMs)  Describe a Clear Path/ Process  State Problem/s or Opportunities  Explain Ramifications (Link to WIIFMs) Generate attention & interest (Desire & Involvement) State the Theme Generate belief Explain the Structure Lay down the Ground Rules Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused IntroductionConclusion BODY

24 ANALYTICAL TEMPLATE A R S O P INTERPRETATIONEVIDENCEBACKGROUND  Apply Models  Provide Appropriate Detail  Show Linkages and Dependencies (Between Pieces of Evidence)  Provide Clear Analysis (Reinforcement of evidence, Explanations & conclusions.)  Link to Situation/Issue and WIIFMs  Situation/Issue (Domain/ Paradigm Starting Point)  Scope of Evidence  Define & Explain Models  Methodology for Analysis/ Data Collection Generate attention & interest (Desire & Involvement) State the Theme Generate belief Explain the Structure Lay down the Ground Rules Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused IntroductionConclusion BODY

25 SEQUENTIAL TEMPLATE SUMMARISE SEQUENCE DESCRIBE DETAILED STAGES OUTLINE SEQUENCE  Focussed Groupings  Inputs & Outputs (where appropriate)  Outcomes at each Stage  Clear Path/Process  Final Outcome/s (Link to WIIFMs)  Scope Sequence  Overview of Sequence (Emphasise Start/End Points)  Overview Outcome RA S O P Generate attention & interest (Desire & Involvement) State the Theme Generate belief Explain the Structure Lay down the Ground Rules Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused IntroductionConclusion BODY

26 RELATIONAL TEMPLATE R A S O P Overview of the Relationships Describe Issues Whole Picture View  Describe appropriate aspects for each Issue  Describe Outcomes/Effects (Linked to WIIFMs)  Reinforce the Whole Picture View  Overview of Issues  Explain Relationships Generate attention & interest (Desire & Involvement) State the Theme Generate belief Explain the Structure Lay down the Ground Rules Reinforce the Theme & title Summarise the content Reinforce desire Make clear recommendations Keep closing statements focused IntroductionConclusion BODY

27 World Class Communication Skills - Accessible to Everyone CONCLUSION

28 As you can see – this is really easy to use It removes most of the guesswork – so you consistently create the right message It cuts down the time you take to create a lesson (to save you time and effort) And it is universally applicable (use it with any approach, delivery system, or framework) You can use these techniques to save time and enhance learning outcomes

29 CONCLUSION If you want to learn more:  I will open for question time in a moment  I have handouts available here  Please feel free to come and chat  Go to my web site for contact details  Pick up a copy of the book (this has a more general focus, but it is also directly applicable to teaching – go to: ) Handouts

30 World Class Communication Skills - Accessible to Everyone QUESTIONS

31 World Class Communication Skills - Accessible to Everyone QUESTIONSTHANK YOU Thank you very much for your attention and input


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