Session 2 Narrating Your Leadership Story

Total Session Time: 3 hours, 30 minutes

Learning Objectives: By the end of this session, participants will be able to:

• Describe 10 tips that can contribute to a dynamic presentation and reduce anxiety.• Explain why feedback is important in the workplace.• Describe 3 tips for providing effective feedback.• Prepare and present a 1-2 minute personal narrative.

Session Overview

Step Time Activity/Method Content Resources

Needed

1 30 minutes Presentation, Discussion Leadership Profile and Discussion

LCD or Overhead Projector,

2 30 minutes Presentation 10 Tips to a Dynamic Presentation (Slides 1-12)

LCD or Overhead Projector

3 30 minutes

Presentation, Partner Activity

Providing Effective Feedback (Slides 13-24)

LCD or Overhead Projector,

4 120 minutes

Presentation, Discussion Narrating the Visual Story

LCD or Overhead Projector,

Resources Needed

LCD or Overhead Projector Slides Handout 2.1: Leaders in Health Peer Feedback Form Leadership Video: Profile of Peter Piot (http://www.everydayleadership.org/video/p0503)

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Advance Preparation Review the entire session prior to facilitating, to familiarize yourself

with the slides, speaker’s notes, learning activities, and supporting materials.

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Trainer Instructions: Step 1 (30 minutes)

PLAY Peter Piot’s Leadership video. (http://www.everydayleadership.org/video/p0503)

ASK participants for their thoughts or comments on the video.

Note: use the discussion guide below if participants have a difficult time with an open discussion.

ASK participants the following discussion questions if necessary to stimulate discussion:

1. Peter says that he had no clue what a “leader” was or is because in his culture leadership was more

about community leadership vs. individual leadership. What do you think about this? Can you

relate? How is leadership viewed in your culture/family/community?

2. In his transition from a doctor to a leader what skills does peter say were important, more so than

clinical skills?

Listening skills

3. What are the two first things you need to be a good leader?

To understand what the aspirations, feelings, and values of the people you are working with or

trying to convince of some issue. You need to put yourself in the position of others.

To have a long term view and set indicators for progress. You need to know what you want.

Don’t be driven by opinion polls or the flavor of the day.

4. What Habit does this relate to?

Habit 2: Begin with the end in mind. Know what your values are and define your vision and

mission.

EXPLAIN that we will be discussing listening and understanding in the next session.

5. What do you need to be connected to when taking risks?

Your environment.

6. How do you do this? (Peter does not say this but can be linked back to communication)

Good channels of communication which we will talk more about in Habit 5.

7. How does Peter suggest you approach compromise?

Know what is negotiable vs. non-negotiable (human rights and the equality of men and

women for example). Know what values you will not compromise on.

Know what your long term view is.

Find common ground.

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This relates back to Habit 4. For win/win negotiation you need to: understand yourself

(needs, values); define goals (best outcome, least acceptable outcome etc); and understand

and define positions (knowing the difference between interest and position and highlight

common interests).

8. What do you think about how Peter addressed the Communist Party of China about HIV/AIDS?

Modeled his speech around On Contradiction by Mao Zedong. He argued that on the one

hand HIV/AIDS in china is concentrated in people who have risky sexual behavior or drug

users, most of which falls under illegal behaviors, and the law has to be respected. On the

other hand we have to make sure HIV does not spread to the major population so we have to

work with people who engage in behaviors that are against the law. The conclusion was to

respect the rights of people regardless of what they do because it is in the interest of the

community at large to do so.

9. What do you think about the advice Peter gives for those starting their leadership journey? Do you

agree? What would you add? Peter advises to:

A. Take opportunities and be ready for them as they arise. Be strong in one substantive or

technical area and be prepared when the opportunity for leadership comes.

B. Don’t take yourself too seriously.

C. Spend enough time understanding the world and other people. Never assume that the way

you see things is the way others see them. If you don’t do this the price you have to pay is

often the failure of your leadership.

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Beginning the Session

Trainer Instructions: Step 2 (15 minutes)

Present Slides 1-12 using trainer notes to guide the presentation.

Slid

e 1 EXPLAIN that today during the Narration of the

Leadership Story sessions participants will have the opportunity to practice 2 skills that are invaluable as leaders and managers: giving feedback and public speaking. We will discuss giving feedback as a tool for managers in a moment and you will then have the opportunity to apply these tips when providing feedback on your colleagues’ leadership stories. We will start the session by reviewing public speaking skills.

Slid

e 2 ASK participants if anyone can recall the 10 Tips to

a Dynamic Presentation.

MENTION that the 10 tips were created by Stephen D. Boyd, Ph.D., CSP, Professor of Speech Communication in the College of Informatics, Northern Kentucky University, Highland Heights, Kentucky. He works with companies and associations whose people want to speak and listen

more effectively to improve personal and professional success. He can be reached at through his website at http://www.sboyd.com.

Slid

e 3 PRESENT slide with the following information:

Start Strong--Start with a very dramatic quote or statistic, something very attention grabbing. Your entrance is important; it can pull the audience closer or push them farther away. You can also start with a story or startling statement.

ASK participants if they know the second tip.

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Slid

e 4 PRESENT slide with the following information:

Know Your Audience--The audience you are speaking to determine the nature of your words. Are they youth? Is it causal or formal? Literally and figuratively, do they speak the same language?

This relates to Peter Piots framing his HIV/AIDS message for the Chinese communist party.

ASK participants for examples

EXPLAIN that you want to know the age, cultural background, and language of the group you will address.

Slid

e 5 PRESENT slide with the following information:

Practice-- Like playing an instrument or being a football player, public speaking takes hours and hours of practice

ASK participants “Why is practicing difficult?”

EXPLAIN that we are often busy and practicing takes time, but it is well worth it in the end.

Slid

e 6 PRESENT slide with the following information:

Tap into your passion--The more you can align the topic to your passions and values the better of a public speaker you will be. Choose material that you get excited about. Tapping into your passion helps you bring your authentic self to the presentation.

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Slid

e 7 PRESENT slide with the following information:

Find a friendly face in the crowd-- Remember that the audience is on your side. They want you to succeed. Find the person in the crowd that you can see wants you to succeed and focus on them during your presentation.

Slid

e 8 PRESENT slide with the following information:

Use stories-- Stories are powerful and enhance what was discussed. They remind us of the human connection we share. Stories personalize topics in a way that is memorable; sometimes even years later they are still with us.

Slid

e 9 PRESENT slide with the following information:

Employ gestures-- Make sure it is a gesture that seems natural and enhances what you are talking about.

ASK for examples of using gestures in public speaking. (example—pointing when making a point)

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Slid

e 10 PRESENT slide with the following information:

Build a speech through key points-- This is about creating a structure that allows the audience to follow us through our talk. Think of it as a map-- you are bringing the audience to you.

In the assignment we know what the structure is (2 minutes, 5 slides, core values).

Slid

e 11 PRESENT slide with the following information:

Know your notes--Be comfortable with your notes. Know where your key words or phrases are on the card or page.

Notes allow us to feel confident. Some like to have notes only to refer to, some like to have them front and center.

EXPLAIN that it is up to you if you want to use one or multiple pages for notes or use note cards. If

you are nervous you may lose your way if you use one sheet versus note cards or multiple pages with large text. If you are going to speak at a podium only write on the top half of your page in large letters. If you write on the bottom half of the page, the tendency is for your head to go down as you read and the audience will have a hard time hearing you.

Slid

e 12 PRESENT slide with the following information:

End strong--People remember best what you say last. Don’t say “That’s all,” or simply trail off at the end, or say a weak, “Thank you.” Have a powerful ending. Sometimes this is a matter of using a different tone. Sometimes you bring people into a clear summation of your presentation. End clearly and with authority so you know it is over.

ASK participants: “What are some examples of how to end strong?”

ALLOW participants a moment to respond.

ASK participants if they have any questions about the 10 tips.

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Trainer Instructions: Step 3 (45 minutes)

Present Slides 13-24 using trainer notes to guide the presentation and activities.

Slid

e 13 ASK participants:

• What is feedback?

ALLOW time for a few responses.

Slid

e 14 EXPLAIN that:

• Related words include: information, response, input, evaluation

INSTRUCT participants to turn and talk to a partner about a time they received good feedback and a time they received bad feedback.

ASK participants to share in the large group.

ASK participants: “What does it feel like to get good feedback?”

ASK participants: “Why is it hard to give candid feedback?”

EXPLAIN that sometimes it is hard to give candid feedback because we want to protect people’s feelings, we are confronting power issues, or maybe we don’t have the courage to provide effective feedback.

Once we exercise the feedback muscle, it gets easier and we can create a culture in our environment where feedback is normal.

We also play a role in how comfortable people feel in giving us feedback. If we act defensive people will be less likely to give us good feedback. It is import and that we, as leaders, model being open to receiving feedback so we can create culture in our environment of supportive honesty, with the aim of continually improving.

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Slid

e 15 Note to facilitator: This slide contains animation.

Right click for each bullet point to appear.

ASK participants what the purpose of feedback is.

PRESENT points on slide.

Slid

e 16 ASK participants to explain the second bullet. After

their responses, EXPLAIN that we only give feedback on the skills, knowledge, attitudes and behaviours that a person can change, not something they cannot or something that is unrelated to our objective. Examples include clothing or hairstyle, a medical condition that makes a participant shake or have difficulty moving, etc.

ASK participants why the second bullet point is important. If we criticize personal characteristics, does this feel good?

Slid

e 17 PRESENT slide.

EXPLAIN that the last bullet point is important because feedback should be given while it is still fresh in the mind. Also, the longer we wait; it adds an element of “why didn’t you say this sooner? Were you afraid to speak to me sooner?”

EMPHASIZE that another important point to consider when giving feedback is the emotions of the receiver. Are they having a bad day? Is something else in their life going on right now that will affect how they receive the feedback?

EXPLAIN that we are now going to watch a short video clip on feedback.

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Slid

e 18 EXPLAIN that it is important to be clear and

specific. Describe what you liked clearly. If you liked a phrase used, write the phrase down and describe when they used it and how they used it. Also explain why you liked it specifically. Did it help you learn, make you feel comfortable, etc?

GIVE participants the following example of the message of this slide:

•For example: Don’t say:

‘He was good’. or ‘She tried her level best’.

Slid

e 19 PRESENT slide.

READ the examples out loud.

Slid

e 20 PRESENT points on slide.

EXPLAIN that it is better to give an individual feedback and tools to improve than feedback alone.

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Slid

e 21 PRESENT slide.

EMPHASIZE the third bullet point. We need to think of feedback as a gift rather than something that is going to hurt someone else’s feelings.

Slid

e 22 PRESENT slide.

EXPLAIN that it is better to avoid the word “should,” because it has a more chastising tone.

ASK participants “Why is it important not to correct serious issues in public?”

Slid

e 23 PRESENT points on slide.

EXPLAIN for bullet number 4, ‘Separate facts from opinions’ that just because someone gives you a particular bit of feedback, it does not mean it is true. You may get two exact opposite pieces of feedback, where one person likes how you presented something and another person does not. In some cases, you need to use your own judgment on the feedback you receive.

EXPLAIN that feedback is two-directional. Make sure to ask follow up questions. You can say “I appreciate this feedback you gave me and I have just a few follow up questions,” to get clarity on any points.

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Slid

e 24 REVIEW key points with participants.

EMPHASIZE that as leaders we also model how to receive feedback. Your staff is likely to only be as comfortable receiving feedback as you are.

ASK if there are any questions before moving on.

EXPLAIN that participants will have the opportunity to practice giving feedback and presenting their personal narratives in the next activity.

REVIEW Handout 2.1 Peer Feedback Form.

ASK participants if they have any questions before moving to the next session.

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Handout 2.1: Peer Feedback Form

Name of Presenter:

Name of Reviewer:

Question 1. Considering the “Ten Tips,” what stands out for you from your colleague’s leadership story? Did they engage the audience? Was it a story well told? Did they end strong? Did the story reveal how their vision drives their leadership style?

Question 2. How did your colleague use their five photographs to convey their leadership values? Did the photos present a variety of scenes, angles, light, and composition? Did the photographs enhance the oral presentation?

Question 3. What might improve your colleague’s next oral presentation?

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Trainer Instructions: Step 4 (120 minutes)

Notes: • This activity follows a take-home assignment where participants are asked to take 5 original photographs

that capture their leadership style and values. In addition, each participant is asked to prepare a 2-minute script, memorize it, and present their leadership story in front of the group accompanied by their 5 slides.

• The second component of the activity is the feedback that participants provide each other. After each presentation, participants receive oral and written feedback.

EXPLAIN to participants that they will each be assigned 3-4 participants to evaluate and fill out a feedback form for. This form can be found in their participant handbook, Handout 2.1: Leaders in Health Peer Feedback form.

ASK for a volunteer to present their leadership story.

ALLOW 5 minutes for participants to give feedback while the presenter is still in front of the large group.

DISCUSS the following questions after each presentation if time permits:o 1. Did the presenter speak clearly and use language effectively?o 2. Did the presenter describe their leadership values?o 3. How did the presenter capture visuals of their leadership values?o 4. Was the presenter compelling in their use of story and visuals?o 5. How did the presenter engage with their audience?

CONTINUE the process for the remainder of the session.

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