Hi-Touch Healthcare

LISTENING

WHAT TO EXPECT IN THIS PRESENTATION

Life with the Wright Family Overview about the importance of listening • 4 Types of content listening

Mindless vs Mindful listening • Active listening defined • Key elements in active listening

3 Steps for Improving Active Listening Skills • Before, During and After

IMPORTANCE OF COMMUNICATION AND SOFT SKILLS

“Communication is “the skill that can possibly have the greatest impact on effective healthcare delivery. It really is the key to clinical governance and demands as much attention, respect and sustaining as other seemingly ‘harder’ targets. However, often the mere mention of the importance of communication causes less than positive reactions in healthcare professionals.”

(Jelphs, 2006, senior fellow at the

Health Services Management

Centre at the University of Birmingham)

LIFE WITH THE WRIGHT FAMILY

Please stand and quickly form a circle

WHAT DID YOU HEAR?

“Who didn't go on the vacation with the family?” Answer: Aunt Linda Wright

“Why did Timmy have to run back home?” Answer: Father Wright left his wallet so Timmy went to get money

“Who got sick in the car?” Answer: Susan Wright

ON THE JOB, LISTENING IS ABOUT 60% OF OUR TIME

Based on the research of: Adler, Rosenfeld and Proctor (2001; 2011)

60%

Types of Communication Activities

Types of Communication Activities

Listening 45% Speaking 30%

Reading 16%

Writing 9%

Speaking 30%

Listening 45%

Writing 9%

Reading 16%

60%

LISTENING DEFINED “THE PROCESS OF MAKING SENSE OF OTHERS’

SPOKEN MESSAGES” (ADLER & PROCTOR, 2011)

There’s more to this than meets the ear: • Hearing is NOT the same thing as listening

―Hearing is the act of perceiving sound

• Listening occurs when the brain makes sense of the original sound

– Listening is an active mental process that gives meaning

“Listening is a positive act: you have to put yourself out to do it.”

- David Hockney

SO, HOW DO WE LISTEN? CAN YOU HAURR ME NOW?

Five Elements of the Listening Process Hearing = the physiological dimension

Attending = the psychological process of selection where we decide what gets through

• Understanding = making sense of a message

Responding = giving observable feedback to the speaker

Remembering = the ability to recall information (Adler & Proctor, 2011)

4 CONTENT TYPES OF LISTENING

Type of Listening How is it used

Appreciative Pleasure or enjoyment

Empathetic Provide emotional support

Comprehensive Listen to understand

Critical Listen to evaluate the message; accept or reject it

Think about it: Sometimes based on the content, and the context, it’s easier or harder to really listen. Think back to the Wright story at the beginning of the session…which content type of listening would best have aided your effort to recall facts of the story?

(Lucas, 2012)

WE CAN’T ALWAYS LISTEN CAREFULLY!

Mindless Listening • Occurs when we react to others’ messages

automatically and routinely

Mindful Listening • Involves giving careful and thoughtful attention to

the messages we receive (Adler & Proctor, 2011)

THE CHALLENGE IS KNOWING

WHEN TO BE MINDFUL: The precursor to Active Listening

ACTIVE LISTENING DEFINED

The Centers for Disease Control (CDC) defines active listening as: • “hearing what is said and paying attention

to how it is said so the conversation can be adjusted to elicit the needed response utilizing various verbal and nonverbal techniques”(CDC, n.d.).

ROLE PLAYING ACTIVITY

Find a partner You will each be given instructions describing your role Please do not share your instructions with your partner Once both partners have read his or her instructions begin the role play activity. Continue until instructed to stop

A FEW KEY ELEMENTS TO ACTIVE LISTENING THAT YOU PROBABLY ALREADY KNOW

Take it seriously! It takes effort and commitment

Provide effective feedback Body language and nonverbal communication

Talk less Listen to the words, tone and feelings Listen with your eyes and ears Ask questions to clarify meaning Paraphrase to ensure your understanding Suspend judgment and evaluate thoughts Be sincerely interested in the other person

STEPS IN ACTIVE LISTENING FOR SKILLS IMPROVEMENT:

A CONTINUUM

Before During After

BEFORE ACTIVE LISTENING IT’S NOT ALWAYS POSSIBLE BUT WHEN IT IS,

PREPARATION IS HUGE.

Assess yourself and your listening environment

• Is it conducive to mindful listening? ― Remove/reduce physical and mental distractions

• Take a moment to assume good listening posture and

physically orient your body to be open • Take stock of your feelings and emotions

― Be sincere in your desire to understand

DURING ACTIVE LISTENING

Remove mental and physical distractions • Cell phone off? Chewing gum out? Mind cleared?

Stay quiet & let the story unfold • Don’t interrupt internally or externally

Orient your body to face the other person • Be relaxed but posture attentive and interested

― If sitting, lean slightly toward the person ― Make eye contact; maintain it as appropriate ― Smile, and give positive body language signals such as

nodding, and nonverbal indicators such as “mmhhm”

A little more on body language

This thing is everywhere!

BODY LANGUAGE: SOME SAY IT’S JUST ABOUT 65%...(BURGOON, 1994)

WORDS 7%

Tone of Voice 38%

Body Language

55%

Other’s have suggested the message impact % below when messages are related to feelings and attitudes:

What we do know

for sure is that when words and body language don’t align, we

believe the body language and paralanguage.

Based on the work by Albert Mehrabian

DURING ACTIVE LISTENING CONTINUED…

Paraphrasing: • Restate the other person’s comments in

your own words verifying your understanding

• Use phrases like: “What I’m hearing is...”

and “It sounds like you are saying…”

AFTER ACTIVE LISTENING

Active Listening requires action and the action begins with a choice to improve your listening skills Be willing to review your listening and communicative exchanges and to reflect on your own performance.

As with any skill, you must first want to

improve, so take listening seriously & practice.

ACTIVE LISTENING PRACTICE

Issues faced on the job discussion.

Both partners will practice active listening.

GENERAL CAUSES OF POOR LISTENING

Information overload Preoccupation Not concentrating • We speak between 120 -

150 WPM • We can process 400 -

800 WPM Listening too hard Jumping to conclusions • Thinking you know

what is coming next • Rejecting prematurely

External interferences We think we are good listeners We think speaking will earn more rewards than listening Focusing on personal appearance

STEPS IN ACTIVE LISTENING FOR SKILLS IMPROVEMENT: A CONTINUUM

Before During After

You must want to improve and that means

YOU take steps and modify your own

behavior

It’s okay to be: • Mindless (at times) • Mindful (as warranted) As long as you KNOW which is needed

You must want to improve so reflect and revise your listening

behaviors Ask other’s to help!

THANK YOU!

Questions? Comments?

Hi-Touch Healthcare

DIVERSITY IN THE WORKPLACE: PEERS AND PATIENTS

WHAT TO EXPECT IN THIS PRESENTATION

Ground Rules activity Importance of diversity Diversity defined What’s in it for me? Inside/Outside activity Stereotype activity We Are All Professional activity Know Your Terms and Pop Quiz activity Talk About Talk Questionnaire activity

GROUND RULES ACTIVITY

Think about what you need to be safe Form groups of 3 - 5 people List 2 - 4 rules Share and consolidate the list Discuss and reach agreement Post the list and adhere to them

IMPORTANCE OF DIVERSITY:

CLAS STANDARDS

Principal Standard • “Provide effective, equitable, understandable, and

respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacies, and other communication needs.”

(minorityhealth.hhs.gov,2016)

THREE ADDITIONAL CLAS THEMES

Governance, Leadership and Workforce (stds 2-4): • 2) Advance and sustain organizational governance and leadership that

promotes CLAS and health equity through policy, practices, and allocated resources.

• 3) Recruit, promote and support a culturally and linguistically diverse governance, leadership, and workforce that are responsive to the population in the service area.

• 4) Educate and train governance, leadership, and workforce in culturally and linguistically appropriate policies and practices on an ongoing basis.

Communication and Language Assistance (stds 5-8).

Engagement, Continuous Improvement, and Accountability (stds 9-15).

DIVERSITY DEFINED

Diversity is defined as all of the ways in which we differ. Among these dimensions are age, gender, mental/physical abilities and characteristics, race, ethnic heritage, sexual orientation, communications style, organizational role and level, first language, religion, income, work experience, military experience, geographic location, education, work style, and family status.

(U.S. Census Bureau, 2014, Diversity and Inclusion).

METAPHORICALLY …

Diversity Cultural Competency

WIIFM & DIVERSITY

INSIDE/OUTSIDE ACTIVITY (ADAPTED FROM D. STRINGER, 2007, OFFICE OF TEACHING RESOURCES IN PSYCHOLOGY )

One or two words—excluded feelings • Introductions • Call out (and presenter record)

One or two words—included feelings • Call out (and presenter record)

Come up and list excluded behaviors Come up and list included behaviors Large group discussion

PREJUDICE

A prejudice is an opinion, prejudgment, or attitude about a group or its individual members. A prejudice can be positive, but in our usage refers to a negative attitude.

Prejudices are often accompanied by ignorance, fear, or hatred. Prejudices are formed by a complex psychological process that begins with attachment to a close circle of acquaintances or an "in-group" such as a family. Prejudice is often aimed at "out-groups.”

(Tolerance.org, 2016)

GENERALIZATIONS

All dogs are vicious

All cities are dirty

“A generalization is taking one or a few facts and making a broader, more universal statement” (Vocabulary.com, 2016).

STEREOTYPE

An exaggerated belief, image or distorted truth about a person or group — a generalization that allows for little or no individual differences or social variation. Stereotypes are based on images in mass media, or reputations passed on by parents, peers and other members of society. Stereotypes can be positive or negative.

(Tolerance.org, 2016)

STEREOTYPE ACTIVITY

Form groups of 3-5 people per group

Think about groups and personal stereotypes

Discuss with group, list them and post them

Walk around and critically review and self-reflect on each one from every group

Large group discussion

WE ARE ALL PROFESSIONALS ACTIVITY

Individually complete the “First Thoughts” worksheet. • Quickly, first thoughts!

Form small groups 3-5 people per group. • On clean worksheet, total each individual’s M/F by

profession to create a group total. Total each group’s counts and record on the master copy. Large group discussion.

DISCRIMINATION

Discrimination is behavior that treats people unequally because of their group memberships. Discriminatory behavior, ranging from slights to hate crimes, often begins with negative stereotypes and prejudices.

(Tolerance.org, 2016)

KNOW YOUR TERMS

Race: is associated with biology. • In biology, races are genetically distinct

populations within the same species. Ethnicity: is associated with culture. • “Ethnicity is the term for the culture of people in a

given geographic region, including their language, heritage, religion, and customs. To be a member of an ethnic group is to conform to some or all of those practices.”(LiveScience.com,2012).

Religion: “has two related meanings: it’s the belief that one or more divine beings are responsible for the fate of all human life, and it’s also an organization where people of a specific religion can express their beliefs.” (Vocabulary.com, 2016)

KNOW YOUR TERMS

Sex: refers to a person’s biological status and is typically categorized as male, female, or intersex. Gender: refers to the attitudes, feelings, and behaviors that a given culture associates with a person’s biological sex. Gender-identity: refers to “one’s sense of oneself as male, female, or transgender” (APA, 2006)

Gender expression: refers to the “...way in which a person acts to communicate gender within a given culture; for example, in terms of clothing, communication patterns and interests (APA, 2008).

Sexual orientation: refers to the sex of those to whom one is sexually and romantically attracted.

(APA.org, 2011)

POP QUIZ BIAS BREAKDOWN ACTIVITY

Of the nearly 6000 single-bias hate crimes reported by the Federal Bureau of Investigation (FBI), which of the following statements are true? Or false?

Race is the highest percentage category. Fewer than 12% are related to sexual orientation. Ethnicity is largest percentage after race. There were more reported in the religion category than those reported for sexual orientation. Fewer than 1% were based on gender or gender identity. Disability ranked as one of the top three reported.

(2014 data from FBI. gov., 2015)

TIME TO SAY “BIAS-BIAS”

Michelle van Ryn, Ph.D., director of Mayo’s Research Program on Equity and Inclusion in Health Care, says:

“All of us, despite the best of all possible intentions,

are affected by unconscious processes. It affects what we see, how we react, how we feel,

how we behave. If we’re not aware of it and taking measures

to counter it, it affects quality of care.” (Mayo Clinic News Network, 2015)

TALK ABOUT TALK ACTIVITY

Complete the “Talk About Talk” questionnaire Total your scores

TALK ABOUT TALK MEANINGS

67 - 90: You enjoy and value talk and are not apprehensive about talking; you see talking as social in nature and generally are uncomfortable with silence. 43 - 66: You are more measured about talking and use it to meet goals or fit into the situation. You are ok with silence and are more likely to adjust your rate of speech to match your partner(s). 18 - 42: You do not enjoy a lot of talk and prefer talk with a specific purpose in mind. You like silence and don’t rush to fill it with words.

(Adapted from questionnaire in O’Hair, et.al., 2015)

THANK YOU!

Questions? Comments?

Hi-Touch Healthcare

INTERPERSONAL & ORAL COMMUNICATION

WHAT TO EXPECT IN THIS PRESENTATION

Overview about the importance of communication Interpersonal communication principles • Activity: Word to the Wise

Transactional Communication Model • Activity: Ping-Pong • Activity: Self-Reflection & Case Study

Communication competency defined Impact of nonverbal communication and listening • Activity: “Fine”

Perception process and perception-checking • Activity: On the Job Observation • Activity: Reflection, Analysis, and Role Play

IMPORTANCE OF COMMUNICATION AND SOFT SKILLS

“Communication is the skill that can possibly have the greatest impact on effective healthcare delivery. It really is the key to clinical governance and demands as much attention, respect and sustaining as other seemingly ‘harder’ targets. However, often the mere mention of the importance of communication causes less than positive reactions in healthcare professionals.”

(Jelphs, 2006, senior fellow at the

Health Services Management

Centre at the University of Birmingham)

MOST FREQUENTLY IDENTIFIED ROOT CAUSES OF SENTINEL EVENTS 2013-2015

Rank by Year

Event Type 2013 # events 2014 # events 2015 # events

Communication 2 563 3 489 3 744

Human Factor 1 635 1 547 1 999

Leadership 3 547 2 517 2 849

COMMUNICATION DEFINED

Communication skills are made up of six closely related skills:

– Listening – Verbal (oral)

communication – Nonverbal – Written – Reading – Textual (using

documents)

https://alis.alberta.ca/pdf/cshop/workability.pdf

Defined: “The act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings, etc., to someone else”

http://www.merriam-

webster.com/dictionary/communication

INTERPERSONAL COMMUNICATION PRINCIPLES

1) Communication is intentional or unintentional.

2) Communication is irreversible. 3) It is impossible not to communicate. 4) Interpersonal communication is

unrepeatable. 5) Communication has both content and

relational dimensions.

(Adler and Proctor, 2011)

ACTIVITY: WORD TO THE WISE PART ONE

ACTIVITY: WORD TO THE WISE PART TWO

ACTIVITY: WORD TO THE WISE PART THREE

ACHIEVING COMPETENCY:

APPROPRIATE AND EFFECTIVE (3 BASIC REQUIREMENTS)

1) Motivation 2) Knowledge 3) Skills

I want to drive! I know the rules of the road-passed my written test!

I can apply knowledge to operate the automobile…safely!

Motivation Knowledge Skills

ACTIVITY: TRANSACTIONAL COMMUNICATION: PING PONG

Sender/Receiver Sender/Receiver Encode/Decode Message/Channel Encode/Decode Feedback

CONTEXT NO I S E

CONTEXT

NO I S E

ACTIVITY: TRANSACTIONAL COMMUNICATION - USING THE MODEL

Situation: A social worker is using blue tooth in her car to talk with her 80-year old client. The social worker is traveling on a rough road, in a noisy construction zone. After a few minutes on the call, both were yelling to be heard. The client got frustrated and hurt that her social worker was raising her voice. She hung up in a “snit,” exclaiming, “Call me when you can be polite!”

ACTIVITY: WRITE & RESPOND CASE STUDY

Discuss with your partner(s) a recent communication situation that did NOT result in a positive outcome. • Change the names of people for anonymity.

Work as a team and write one brief case study (a description of a communication situation). • Write legibly. • These will be distributed to other teams for analysis.

Evaluate the case study from another group and describe, using the transactional communication model, key terms and specific examples about how to improve the outcome. Share with the large group.

THE MAJORITY OF OUR TIME COMMUNICATING IS

SPEAKING AND LISTENING

Based on the research of: Adler, Rosenfeld and Proctor (2001; 2011)

60%

Types of Communication Activities

Types of Communication Activities

Listening 45% Speaking 30%

Reading 16%

Writing 9%

Speaking 30%

Listening 45%

Writing 9%

Reading 16%

60%

NONVERBAL COMMUNICATION REALITIES

You can never not communicate! Nonverbal communication: • Helps manage our identity. • Is ambiguous. • Is relational and better at conveying emotions. • Is contextual and cultural.

BODY LANGUAGE: SOME SAY IT’S JUST ABOUT 65%...(BURGOON, 1994)

WORDS 7%

Tone of Voice 38%

Body Language

55%

Other’s have suggested the message impact % below when messages are related to feelings and attitudes:

What we do know

for sure is that when words and body language don’t align, we

believe the body language and paralanguage.

Based on the work by Albert Mehrabian

ACTIVITY: “FINE” • First partner: Ask, “How are you?”

• Second partner: Say the word “fine” and use a negative tone to suggest that you are not really fine.

• Second partner: Ask, “How are you?” • First partner: Say the word “fine” and use a

positive tone to suggest you are good. • First partner: Ask, “How are you?” • Second partner: Say the word “fine,” using an

angry tone. • Second partner: Ask, “How are you?” • First partner: Say the word “fine” as if it’s your

best day ever!

ACTIVE LISTENING DEFINED

The Centers for Disease Control (CDC) defines active listening as: • “hearing what is said and paying attention to how

it is said so the conversation can be adjusted to elicit the needed response utilizing various verbal and nonverbal techniques”(CDC, n.d.).

A FEW KEY ELEMENTS TO ACTIVE LISTENING THAT YOU PROBABLY ALREADY KNOW

• Take it seriously! ― It takes effort and commitment

• Provide effective feedback ― Body language and nonverbal communication

• Talk less • Listen to the words, tone, and feelings • Listen with your eyes and ears • Ask questions to clarify meaning • Paraphrase to ensure you are understanding • Suspend judgment and evaluate thoughts • Be sincerely interested in the other person

WHAT IS PERCEPTION?

Simply put, each of us experiences a different reality. • This corresponds to what we have already

learned: communication might be received (perceived) differently than intended.

“We don’t see things as they are. We see things as we are.”

Anais Nin

THE PERCEPTION PROCESS

4 steps 1) Selection 2) Organization 3) Interpretation 4) Negotiation

“Among the reasons perception is so important in interpersonal communication is that it influences your communication choices.”

--Joseph Devito

THINK ABOUT THIS:

“One has not only an ability to perceive the world but an ability to alter one's perception of it; more simply, one can change things by the

manner in which one looks at them.”

TOM ROBBINS, Even Cowgirls Get The Blues

ACTIVITY: PERCEPTIONS ON THE JOB

• Partner up! • Situation one: A nurse, a custodian, and a

volunteer are walking from the parking area to the front door and see a group of scrub-wearing nursing students clustered near the smoking section. • What are the varied conclusions that can be drawn

by the three observers? Why?

SITUATION TWO:

An administrator, a CNA, and a social worker are eating breakfast in the cafeteria and observe a surgeon complaining to an anesthesiologist. They overhear the surgeon exclaim: “What a needless waste of time having to attend communication training sessions when I could be saving lives!” • What are the varied perceptions of what they hear?

SITUATION THREE:

A patient, a family member, and a prospective new employee are walking down a hallway in YOUR organization. • What does each one see, hear, smell, feel, or notice? • When you leave this training today, make a point

to notice your own perceptions.

3 STEPS TO PERCEPTION-CHECKING

A perception check has three parts:

A description of the behavior you noticed. At least two possible interpretations of the behavior. A request for clarification about how to interpret the behavior.

ACTIVITY: PERCEPTION-CHECKING REFLECTION, ANALYSIS, & ROLE PLAY

Steps • Behavior • Interpretation # 1 • Interpretation # 2 • Clarification

Your turn • Think about a

communication situation that led to misunderstanding or uncertainty

• Write it out • Analyze it via the

perception checking process

• With your partner, role play for the large group

EXAMPLE

“You haven’t laughed much in the last couple of days.” • Behavior

“It makes me wonder whether something’s bothering you” • First interpretation

“or whether you’re just feeling quiet.” • Second interpretation

“What’s up?” • Request for clarification

“Communication, collaboration, and delegation are frequently

thought to be 'soft skills'—despite that the majority of unintended

medical errors involve a breakdown in communication among caregivers.”

(Ray and Overman (2014) American Journal of Nursing)

THANK YOU!

Questions? Comments?

Hi-Touch Healthcare

SELF-CONFIDENCE & WORKPLACE PRIDE

WHAT TO EXPECT IN THIS PRESENTATION

Definition of Self-Confidence 9 Tips to Build Self-Confidence • Big & Little Old Me Activity

Conflict & Power • Authoritative & Approachable Activity

Organizational Climate and Power • Creating a Sunny Climate Activity

Building Confidence One Word At A Time Activity Workplace Pride Activity

SELF-CONFIDENCE

“To be self-confident is to trust in oneself, and, in particular, in one’s ability or aptitude to

engage successfully or at least adequately with the world. A self-confident person is ready to rise to new challenges, seize opportunities,

deal with difficult situations, and take responsibility if and when things go awry.”

(Burton, 2015)

CONFIDENCE IS A SKILL

“A mistake many people make in their understanding of how confidence affects them is to believe that it is something that they either

have or don't have, and if they don't have it, they will never be able to get it. To the contrary,

confidence is a skill that develops with awareness and practice.”

(Taylor, 2015)

9 TIPS FOR NURSES (BUT APPLY TO ALL)

Boost your skills Be prepared Master effective communication Don’t seek approval (receiving well-earned recognition is different) Enjoy what you do Don’t focus on comparing—focus on contributing Try something new, different, challenging Contribute to positive change

(Pierre, 2012)

WORDS ARE 10% OR LESS

OF IMPRESSIONS

“The vast majority of social meaning, the vast majority of the meaning people take away from their interaction

with you comes from physical ways of behaving and nonverbal behaviors that most of us are almost never

thinking about.”

Deborah Gruenfeld (2013)”Acting with Power”

BIG & LITTLE OLD ME

SAY THESE WORDS WITH STRONG EMOTION

BIG

I can’t do it. I feel so helpless. I am worthless.

little

I am totally in charge.

I’m invincible. I’m on top of the

world.

CONFLICT

CONFLICT & POWER

Power is inevitable and unavoidable when we communicate in groups. Negative associations with being powerless are often associated with another’s dominant form of power. The result of powerlessness includes: • Indifference, poor task performance, passivity and

withdrawal, damage to group cohesiveness, strained relationships, and erosion of group members’ self-esteem—all of which can trigger destructive conflict.

Rothwell,2007

THE INSTITUTE FOR SAFE MEDICAL PRACTICES:

88% of respondents encountered condescending language or voice intonation (21% often) 87% encountered impatience with questions (19% often) 79% encountered a reluctance or refusal to answer questions or phone calls (14% often)

So, The Joint Commission created a standard in 2008…

AUTHORITATIVE BEHAVIOR

Speak in complete sentences

Hold eye contact while talking

Move smoothly

Occupy maximum space

Lean back

Slow down

Spread body to full comfort

Look down (tilt head back a bit)

APPROACHABLE BEHAVIOR

Nodding in agreement; smile even when it’s not funny

Hands near face while speaking

Sound breathless or start sentences with “um”

Speak haltingly, use incomplete sentences, edit, trail off

Adjust what you are saying for others to aid in understanding; explain yourself

Yield to the higher status person– let them take the lead and drive the conversation

APPROACHABLE BEHAVIOR

Take up as little space as possible

When walking, move out of other’s path

Briefly check others’ eyes looking for understanding and acknowledgement but don’t “stare them down”

Look up at the other, tilt head down

Lean forward to check other person’s responsiveness

AUTHORITATIVE & APPROACHABLE ACTIVITY

Partner-up

Think of a power dynamic situation you’d like to change

Begin with the end in mind: What is your goal?

Role-play and switch

ORGANIZATIONAL CLIMATE & POWER

CREATING A SUPPORTIVE CLIMATE

Encourage honest communication • View one another as honest and open

Adopt a flexible mind-set • Be open to ideas, suggestions, and criticism • Avoid using absolutes

Collaborate vs. control • Ask for ideas and participation

Describe problems—don’t blame people • Use neutral descriptive language

Show concern • Demonstrate empathy, respect, and understanding

Emphasize quality • Avoid “pulling rank” and use legitimate power from positions

of authority with professionalism: treat people with respect

(McCornack, 2016)

CREATING A SUNNY CLIMATE ACTIVITY

Form groups of 3 – 5 Divide one sheet vertically: sunny/gloomy • Discuss and list

Other sheet: list ways to improve or maintain a sunny climate Present and post Large group discussion

BUILDING CONFIDENCE ONE WORD AT A TIME ACTIVITY

Many people lack confidence in public speaking situations Most people fear public speaking Thus, avoidance from public speaking situations causes lost opportunity to build confidence What a lucky day!

IMPROMPTU SPEAKING ACTIVITY

You will be given 2 minutes to write a 3 - 4 minute speech. You will choose between three different topics. After 2 minutes, you will turn over your index card. The presenter will call on random participants to stand and deliver at the front of the room.

IMPROMPTU MARKERS

Introduction 1. Attention getter that relates to topic 2. Say/read the topic 3. Agree or disagree with the topic 4. Preview 2 reasons in support of your view (Transition to body… “to begin”…)

Body 1. Point one explanation then transition to pt 2 2. Point two explanation then transition to conclusion

Conclusion

1. Review the preview of 2 points 2. Return to the topic and end with a note of finality!

IMPROMPTU TOPICS CHOOSE JUST ONE

Medical advances have made my job easier.

Teamwork and healthcare are like peanut butter and jelly. “Things do not happen. Things are made to happen.” --John F Kennedy

(brainyquote.com)

PERSONAL REPORT OF PUBLIC SPEAKING ANXIETY (PRPSA)

High = > 131

Low = < 98

Moderate = 98-131

SELF-CONFIDENCE = PRACTICE &

PRACTICE = SELF-CONFIDENCE

“Be your own kind of brave.” H.L. Balcomb

WORKPLACE PRIDE ACTIVITY

THANK YOU!

Questions? Comments?