Communicate Like a CHAMP!

Editor's Notes

• #2: The following slides outline the Chamber U 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
• #3: The following slides outline the Chamber U 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
• #8: 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.
• #9: 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.
• #10: 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.
• #11: 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.
• #12: 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.
• #13: 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.
• #14: 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.
• #15: 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.
• #16: 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.
• #17: 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.
• #18: 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.
• #19: 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.
• #20: 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!!
• #21: 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!!
• #22: 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.
• #23: 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.
• #24: The following slides outline the SHRM 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
• #25: The following slides outline the SHRM 2013 presentation and explain some important benefits of effective communication and ‘HOW’ we communicate.
• #26: 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.
• #27: 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.
• #28: You might want to list directions on the slide, such as here.
• #29: You might want to list directions on the slide, such as here.
• #30: Ensure everyone has slips of paper, pen/paper, and their directions. This should take roughly one minute.
• #31: 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 …’
• #32: 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!!
• #36: 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!
• #37: 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 …
• #38: Tips for the Co-pilot or Navigator (whatever you decide to call the ‘B’ seat position.)
• #39: Tips for the C-D-E’s!
• #40: 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.