Communicating Effectively - Part 1 Know Yourself
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The document discusses effective communication by emphasizing the importance of knowing oneself, understanding the audience, and tailoring the message and delivery channels. It highlights Howard Gardner's theory of multiple intelligences, which asserts that individuals possess different strengths and learn best through various approaches. The content also touches on generational influences and community needs, illustrating how to engage effectively with an audience.
Communicating Effectively - Part 1 Know Yourself
- 2. Know yourselfKnow yourself Know your audienceKnow your audience Know your messageKnow your message Know your channelsKnow your channels
- 3. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 4. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 5. 5
- 6. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 7. Birth Order
- 8. What Makes You YouPersonality Type and Temperament
- 9. What Makes You YouPersonality Type and Temperament
- 10. 10
- 11. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 13. Multiple IntelligencesMultiple Intelligences Harvard professor Howard Gardner developed the multiple intelligences theory which notesHarvard professor Howard Gardner developed the multiple intelligences theory which notes that all humans possess at least eight areas of intelligence relating to a specific area of the brain. He warns against using multiplethat all humans possess at least eight areas of intelligence relating to a specific area of the brain. He warns against using multiple intelligences to label learners and instead encourages recognizing that all of us need all of the intelligences, interacting with oneintelligences to label learners and instead encourages recognizing that all of us need all of the intelligences, interacting with one another, to achieve genuine understanding. While we have access to all, we also have our preferences. What’s yours?another, to achieve genuine understanding. While we have access to all, we also have our preferences. What’s yours? Intelligence Area Is strong in: Likes to: Learns best through: Math-Logic Intrapersonal Naturalist Spatial Bodily-Kinesthetic Musical Interpersonal Reading, writing, telling stories, memorizing dates, thinking in words Math, reasoning, logic, problem-solving, patterns Reading, maps, charts, drawing,mazes, puzzles, visualization Athletics, dancing, acting,crafts, using tools Singing, picking up sounds, remembering melodies, rhythms Leading, organizing, communicating, resolving conflicts, selling Understanding self, recognizing strengths and weaknesses, goals Understanding nature, making distinctions, identifying flora and fauna Read, write, tell stories, talk, memor-ize, work @ puzzles Solve problems, question, work with numbers, experiment Design, draw, build, create, daydream, look @ pictures Move around, touch & talk, body language Sing, hum, play an instrument, listen to music Have friends, talk to people, join groups Work alone, reflect, pursue interests Be involved with nature, make distinctions Reading, hearing and seeing words, speaking, writing, discussing & debating Working with patterns & relationships, classifying, categorizing, working with the abstract Working with pictures & colors, visualizing, using the mind’s eye, drawing Touching, moving, processing knowledge through bodily sensations Rhythm, melody, singing, listening to music & melodies Sharing, comparing, relating, interviewing, cooperating Working alone, doing self-paced projects, having space, reflecting Working in nature, exploring living things, learning about plants & natural events Verbal-Linguistic Stories Statistics Shots & Scenes Something To Do Songs Something To Think About Something To Talk About
- 14. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 17. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 19. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 20. 20 “History shapes generations and generations shape history.” William Strauss and Neil Howe, The Fourth Turning
- 21. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 28. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 30. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 32. Social/economic/ experience What Makes You You Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 33. CommunicatingCommunicating Effectively:Effectively: What Else Do I NeedWhat Else Do I Need to Know?to Know?
- 34. Know yourselfKnow yourself Know your audienceKnow your audience Know your messageKnow your message Know your channelsKnow your channels
- 35. Social/economic/ experience What Makes Them Them Birth Order Personality Type and Temperament Learning Style Phase of Life Spiritual Development Culture Gender Generational Concerns Education
- 38. Know yourselfKnow yourself Know your audienceKnow your audience Know your messageKnow your message Know your channelsKnow your channels
- 41. ““I teachI teach to changeto change lives.”lives.”
- 42. ““I wantI want to meetto meet needs.”needs.”
- 43. Neighborhood Needs Map Unemployment Truancy Slum housingBroken families Gangs Child Abuse Crime Grafitti Mental disability Welfare recipients Lead poisoning Dropouts Source: Building Communities from the Inside Out by Kretzmann & McKnight
- 44. ““I want toI want to help youhelp you achieve yourachieve your vision.”vision.”
- 45. Community Assets Map Businesses Schools Block clubsChurches Parks Youth Elderly Artists Labeled people Cultural Groups Hospitals Community colleges Income Local Institutions Citizens’ Associations Gifts of Individuals Source: Building Communities from the Inside Out by Kretzmann & McKnight
- 46. Know yourselfKnow yourself Know your audienceKnow your audience Know your messageKnow your message Know your channelsKnow your channels
- 47. What’s best for your audience? • Phone call • Text • Face to face • Letter/card • Skype (or similar) • Website • Facebook • Twitter • Instagram • LinkedIn • Etc.
- 49. Grab attention Make the point Support the point Create closure (Think of your audience and what will surprise, amuse, or challenge them.) (Do this step FIRST!) (Here’s where you explain or further develop your point.) (What do you want people to do as a result? Tell them!)
- 50. Know yourselfKnow yourself Know your audienceKnow your audience Know your messageKnow your message Know your channelsKnow your channels
- 51. CommunicatingCommunicating Effectively:Effectively: What Else Do I NeedWhat Else Do I Need to Know?to Know? Karen CampbellKaren Campbell kccomm@hotmail.comkccomm@hotmail.com
Editor's Notes
- #23: Man Meets Woman Exploring Gender Stereotypes Through Pictograms The differences between men and women: a topic of interest as old as humanity itself. In Yang Liu’s latest book, a series of eight pictograms are used to tackle issues concerning the stereotypes of the sexes. She sees it as an ‘east-meets-west’ type documentation, with aims of handling differences with humour, whilst initiating more understanding and tolerance.
- #24: Man Meets Woman Exploring Gender Stereotypes Through Pictograms The differences between men and women: a topic of interest as old as humanity itself. In Yang Liu’s latest book, a series of eight pictograms are used to tackle issues concerning the stereotypes of the sexes. She sees it as an ‘east-meets-west’ type documentation, with aims of handling differences with humour, whilst initiating more understanding and tolerance.
- #25: Man Meets Woman Exploring Gender Stereotypes Through Pictograms The differences between men and women: a topic of interest as old as humanity itself. In Yang Liu’s latest book, a series of eight pictograms are used to tackle issues concerning the stereotypes of the sexes. She sees it as an ‘east-meets-west’ type documentation, with aims of handling differences with humour, whilst initiating more understanding and tolerance.