prmg045 project communication management (spring 2014 booklet)

8/13/2019 PRMG045 Project Communication Management (Spring 2014 Booklet)

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2 18January2014

CourseObjectivesAsaprojectmanager,youarerequiredtoleadagroupofpeopletoaccomplishtargetssetbythe

highermanagement.Further,youwillneedtogothroughtheprocessofnegotiatingtheproject

objectivesand

outcomes

with

subordinates,

suppliers,

and

managers,

all

needing

skillful

tactics

and

understandingofthepersonorgroupyouaretalkingto.Inthiscourse,youwilllearnthenecessary

toolstounderstandthepeopleyouareinteractingwithaswellasthenecessaryskillsfordelivering

yourvision,persuadingotherstofollowit,andconvincingothersoftheaccomplishmentsyourteam

havemade.

IntendedLearningOutcomes:Bytheendofthiscourse,theattendeewillbeableto:

1. Distinguishbetweendifferentcharactertypes2. Identifybestapproachtechniquefordifferentpersonalities3. Applytechniquesforbuildingtrustandpersuasionwithcoworkers,suppliers,andmanagers4. Buildanddelivereffectivepresentations5. Applytechniquesofeffectiveleadership6. Identifykeyhabitsthatresultinineffectiveperformance7. Applyinnovativetechniquestochangingteamculture8. Negotiateeffectivelyindifferentprojectsettings9. Delivermessagesinaneffectiveform


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3 18January2014

CourseScheduleLecture# Topic ILO# Assign.

1

10/2/2014

Introduction

TheDISCpersonalitymodel

1

2

17/2/2014

Thebigfivetheory

Buildingtrustandinfluencingpeople

1

2

3

24/2/2014

Buildingtrust

and

influencing

people

2,3

4

3/3/2014

Increasingtheeffectivenessofyourcommunications(Listen,

connect,clarify)

4 Assignment#1

Due

5

10/3/2014

Capturingtheattentionofyouraudience

Whattosayandwhattodisplay?

4

6

17/3/2014

Motivation

Differenttasksrequiredifferentmotivations

Whatnottodoasaleader?

5

6

7

24/3/2014MotivationalPresentation 6

8

31/3/2014

Innovation

Differentpeopleusedifferenttechniques

7

1,79

7/4/2014

Deliveringamessagethatstayswiththeaudience 9

10

14/4/2014StickyPresentations!

21/4/2014 3eedAlKeyamah(Easter)

11

28/4/2014

ManagingGroupMeetings

Negotiatingyourwaythroughpeople

1,3,812

5/5/2014

ConflictManagement 3,813

12/5/2014

ConflictManagement 3,814

19/5/2014ConflictPresentation


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Course Schedule

Mondays 18:00 to 21:00

ProjectCommunications Management

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And why do you want that?


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If you do not know

where you are going,


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there!

What will make


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appy


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The DISC Model


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The DISC Model

The DISC Personality System is the universallanguage of behaviour.

Behavioural characteristics can be groupedtogether in four major divisions


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tend to exhibit specific behaviouralcharacteristics

All people share these four styles in varyingdegrees of intensity.

The DISC Model

The acronym DISC stands for the four

personality styles represented by the

letters:


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I (Influence)

S (Steadiness)

C (Compliance)

D!


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D!

Dominating

DecisiveDirect


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Driving


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D!

Independent

EnergeticFearless


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Asks:What?Goal

Focused

D!

Respect

Facts

Dont

AskHow


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QuickAsk

What

I!


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I!

Influential

ImpulsiveEmotional


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Innovative

I!

Social

EnergeticPersuasive


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Asks:

Who?Optimistic

I!

Listen

NoDetailsHelpto

Organize


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RecognizeAccomplis

hmentsBeSocial


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S!


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S!

Steady

SocialSafe


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Predictable

S!

Consistent

LikeStability

Listener


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Asks:How?

Ask:When?

Supportive

S!

NoPressure

AvoidNew

Ideas

Recognize

Achievement


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Interestin

PersonalityClearGoals

C!


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C!

Careful

CompliantAccurate


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Conscientious


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C!

Critical

SlowPrivate


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Asks:

Why?

Ask:

How?

Logical

C!

AvoidSurprise

Be

Logical

Big

PictureFit


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BeSpecific

BePatient


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Homework #1

Go to:

http://WikiCourses.WikiSpaces.c

om


MohammadTawfik

Fill in your registration

information on the PRMG045

registration form.


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1

The DISC Model

ProjectCommunicationsManagement

http://www.discinsights.com/cyber/

scripts/disc.asp


The DISC Model

The DISC Personality System is the universallanguage of behaviour.

Behavioural characteristics can be groupedtogether in four major divisions


tend to exhibit specific behaviouralcharacteristics

All people share these four styles in varyingdegrees of intensity.

The DISC Model

The acronym DISC stands for the four

personality styles represented by the

letters:


I (Influence)

S (Steadiness)

C (Compliance)

D!


D!

General Characteristics:

Direct. Decisive. High Ego Strength. Problem

Solver. Risk Taker. Self StarterValue to Team:


o om- ne organ zer. aces va ue on me.Challenges the status quo. Innovative

Possible Weaknesses:

Oversteps authority. Argumentative attitude.Dislikes routine. Attempts too much at once.


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2

D!

Greatest Fear:

Being taken advantage of.

Motivated By:

New challenges.


Power and authority to take risks and makedecisions.

Freedom from routine and mundane tasks.

Changing environments in which to work andplay.

D!

DO:

Be brief, direct, and to the point.

Ask "what" not "how" questions.

Focus on business; remember they desire


resu s.

Suggest ways for him/her to achieve results,be in charge, and solve problems.

Highlight logical benefits of featured ideasand approaches.

D!

DON'T:

Wander.

Repeat yourself.


Focus on problems.

Be too sociable.

Make generalizations.

Make statements without support.

I!


I!


Enthusiastic. Trusting; Optimistic. Persuasive;Talkative. Impulsive; Emotional

Value to Team:

Creative problem solver. Great encourager. Motivates


o ers o ac eve. os ve sense o umour.Negotiates conflicts; peace maker.


More concerned with popularity than tangible results.Inattentive to detail. Overuses gestures and facialexpressions. Tends to listen only when it's convenient.

I!

Greatest Fear:

Rejection.

Motivated By:


a ery, pra se, popu ar y, an accep ance.

A friendly environment.

Freedom from many rules and regulations.

Other people available to handle details.


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3

I!

DO:

Build a favorable, friendly environment.

Give opportunity for them to verbalize


, .

Assist them in developing ways to transfertalk into action.

Share testimonials from others relating toproposed ideas.

I!

DON'T:

Eliminate social time.

Do all the talking.


Ignore their ideas or accomplishments.

Tell them what to do.

S!


S!

General Characteristics: Good listener; Team player. Possessive. Steady;

Predictable. Understanding; Friendly.

Value to Team:

Reliable and de endable. Lo al team worker.


. .Compliant towards authority. Good listener, patientand empathetic. Good at reconciling conflicts.

Possible Weaknesses: Resists change. Takes a long time to adjust to

change. Holds a grudge; sensitive to criticism.Difficulty establishing priorities.

S!

Greatest Fear:

Loss of security.

Motivated By:


ecogn on or oya y an epen a y.

Safety and security.

No sudden changes in procedure or lifestyle.

Activities that can be started and finished.

S!

DO:

Create a favorable environment: personaland agreeable.


person.

Provide them with clarification for tasksand answers to "how" questions.

Be patient in drawing out their goals.


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4

S!

DON'T:

Be pushy

Overly aggressive, or demanding.


Be too confrontational.C!


C!


Accurate; analytical. Conscientious; careful. Fact-finder; precise. High standards; systematic.

Value to Team:

Perspective: "the anchor of reality." Conscientious and


even-tempered. Thorough to all activities. Definessituation; gathers, criticizes and tests information.


Needs clear-cut boundaries for actions/relationships.Bound by procedures and methods. Gets boggeddown in details. Prefers not to verbalize feelings. Willgive in rather that argue.

C!

Greatest Fear:

Criticism.

Motivated By:


Standards of high quality.

Limited social interaction.

Detailed tasks.

Logical organization of information.

C!

DO:

Prepare your case in advance.

Delineate pros and cons of proposed ideas.

Su ort ideas and statements with accurate


data.

Reassure them that no surprises will occur.

Submit an exact job description with aprecise explanation of how that task fits intothe big picture.

C!

DON'T:

Refuse to explain details. Answer questions vaguely or casually.



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Personality Insights Inc.

Copyright 2010 Personality Insights, Inc. 800-509-3472 www.personalityinsights.comPage 1 of 5

A Powerful Way to Understand PeopleAn introduction of the DISC concept

By Robert A. Rohm, Ph.D.

Each Person has a Unique Personality

Each person's perspective is built in to who they are. Some people call it personality. Some refer to

it as temperament. I am sure that some of your family and friends are VERY different from you. Ifyou are like me, you have often asked yourself, "Why did they do that?" or "What were they

thinking?" or "What were they NOT thinking?"

The starting point of understanding people is to realize and accept the fact:

Everyone is not like you!

Have you ever said something to one person, and received a certain response, then said exactly the

same thing to another person, and received a totally different response? The basic reason theyrespond differently is that people have different personality styles! You said the same thing, but

what they "heard" was not the same. Wow, can that be confusing!

Different is not bad, it's just different!A lack of understanding of ourselves and others can lead

to real problems such as tension, disappointment, hurt feelings, unmet expectations and poorcommunication. As you know, it is hard to work with a problem, especially if you do not understand

what is going on inside the mind of another person.

Here is the Good News

There IS a way to understand people if you know the model of human behavior! There is a simplekey to understanding how people behave and how they are motivated. This key will allow you to

unlock the mystery of motivation. It will teach you the power of good relationships! It will also show

you how to reduce conflict, improve productivity and relate with others in ways that are moreeffective.

A Little Background

Twenty-four hundred years ago, scientists and philosophers, most notably Hippocrates, began to

recognize differences in behavior that seemed to follow a pattern. Many psychologists and scientists

have explored behavioral patterns over the years. In 1928 Dr. William Marston wrote The Emotionsof Normal People after earning his doctorate from Harvard University. Marston theorized that people

are motivated by four intrinsic drives that direct behavioral patterns. He then used four descriptivecharacteristics represented by four letters to describe a person's behavioral tendencies. The letters

he used were D, I, S and C. Since that time, the "DISC" concept has been used and applied in manyways.

Building on a "Wellness" Model

Many behavioral models focus on what is wrong with a person to identify "disorders." The DISCmodel is based on normal behavior, not abnormal behavior. DISC is a "wellness model" that is

objective and descriptive rather than subjective and judgmental.


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The DISC wellness model is a good starting point for understanding people, but, as you might guess,

DISC can easily be used inappropriately to label someone or point out another person's"weaknesses." We approach the DISC model with two perspectives that allow it to be used

appropriately as an effective and encouraging tool for understanding others:

We use a POSITIVE approach to highlight STRENGTHS.(we believe your strengths should "carry you")

We use a POSITIVE approach to address BLIND-SPOTS.

(we believe your blind-spots should "concern you")

The bottom line is that healthy, positive relationships come from having an accurate, healthy,

constructive view of yourself and others.

So, now that you know where the DISC concept came from and the importance of having a positive,realistic approach, let's take a look at the Model of Human Behavior using the DISC overview.

The Model of Human Behavior

The model of human behavior is based on 2 foundational observations about how people normallybehave:

Observation #1: Some people are more outgoing, while others are more reserved.

You can think of this as each person's "internal motor." Some people always seem ready to"go" and "dive in." They engage their motor quickly. Others tend to engage their motor more

slowly or more cautiously.

Observation # 2: Some people are more task-oriented, while others are more

people-oriented.You can think of this as each person's compass that guides them. Some people are focused

on getting something done; others are more tuned-in to the people around them and theirfeelings.

With both observations, we want to emphasize that these behavioral tendencies are neither right or

wrong or good or bad. They are just different. We are simply identifying normal behavior styles.

People have different styles, and that is okay. We represent these 2 observations in the diagramsbelow.


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Thus, we have 4 behavioral tendencies to help us characterize people:

Outgoing

Reserved

Task-oriented

People-oriented

Everyone has some of all 4 of these tendencies at different times and in differentsituations. However, most people typically have 1 or 2 of these tendencies that seem to fit them

well in their everyday behavior. And, on the other hand, 1 or 2 of these tendencies usually do not fitthem well, and these tendencies may even seem "foreign" to their approach to life. The balance of

these 4 tendencies shapes the way each person "sees" life and those around them.

By combining the 2 previous diagrams, we can show 4 basic quadrants of the circle as shown below:

The Model of Human Behavior

Thus, 4 basic personality traits emerge from our diagram corresponding to the 4 quadrants of the

circle (In clockwise order):

Outgoing and Task-oriented (upper left)

Outgoing and People-oriented (upper right)

Reserved and People-oriented (lower right)

Reserved and Task-oriented (lower left)

Next, we will add descriptive terms for each of the four main personality types that emerge in thediagram. The descriptive terms will begin with D, I, S and C.


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Describing Each Personality Style(4 Different Types - 4 Different Priorities)

As mentioned before, we will add the descriptive terms to the diagram. Notice the letters D, I, S andC appear in the 4 quadrants of the circle in the diagram below. You will also notice that descriptive

terms have been added in each of the 4 corners of the diagram.

Now we can further describe each of the four main personality styles:

The Dominant "D" type- An outgoing, task-oriented individual will be focused on getting thingsdone, accomplishing tasks, getting to the bottom line as quickly as possible and MAKING IT HAPPEN!

(The key insight in developing a relationship with this type person is RESPECT and RESULTS.)

The Inspiring "I" type- An outgoing, people-oriented individual loves to interact, socialize andhave fun. This person is focused on what others may think of him or her. (The key insight indeveloping a relationship with this type person is ADMIRATION and RECOGNITION.)

The Supportive "S" type- A reserved, people-oriented individual will enjoy relationships,helping or supporting other people and working together as a team. (The key insight in developing arelationship with this person is FRIENDLINESS and SINCERE APPRECIATION.)

The Cautious "C" type- A reserved, task-oriented individual will seek value, consistency andquality information. This person focuses on being correct and accurate. (The key insight indeveloping a relationship with this individual is TRUST and INTEGRITY.)

To summarize the DISC Model of Human Behavior (in clockwise order) :

Dstands for the DOMINANTType which is OUTGOING and TASK-ORIENTED. Istands for the INSPIRINGType which is OUTGOING and PEOPLE-ORIENTED. Sstands for the SUPPORTIVEType which is RESERVED and PEOPLE-ORIENTED. Cstands for the CAUTIOUSType which is RESERVED and TASK-ORIENTED.


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What Is Your PQ?

We spend years in school developing our intelligence to effectively use our mind. Developing our

unique personality to effectively use our behavior is just as vital to successful living. YourIntelligence Quotient, or IQ, measures your intelligence. Your Personality Quotient, or PQ, refers to

your ability to understand yourself and others for effective communication and teamwork. Studieshave shown that technical skill, beginning with intelligence and developed through education and

experience, accounts for only 15% of success in the workplace. The other 85% of workplace successcomes from people skills! These skills are developed through learning better ways to behave and

interact.

As Dr. Robert Rohm likes to say, If I understand you, and you understand me, doesnt it make

sense that we can work more effectively together?

The Elevator Test: Which Type Are You?

The elevator doors are about to close on an eager rider who is trying to get on the

elevator. Four people are already inside the elevator. One of the people in the crowded box is in a

hurry and does not want to wait (outgoing and task-oriented). There is also a bubbly, energetic

passenger who holds the door open while greeting the newcomer (outgoing and people-oriented). Athird rider is happy either way and smiles while waiting patiently (reserved and people-oriented).The final passenger is concerned as she calculates the weight to see if the elevator can handle

another person (reserved and task-oriented).

While not perfectly scientific, this scenario depicts in broad brush strokes the Dominant(outgoing/task-oriented) person who is focused on getting somewhere fast; the Inspiring (outgoing

and people-oriented) person who is energized by all the interaction; the Supportive

(reserved/people-oriented) person who reacts calmly and tries to get along regardless; and theCautious (reserved/task-oriented) person who wants to make sure the added person doesnt exceed

the weight limit!

As you can see, there were four different people who responded to the same event in four verydifferent ways!

You Are Off To A Good Start!

One of the dangers of learning about DISC is that you may think you already understand all there isto know about it now. Did you know there are not just 4 personality styles? We identify 41 specific

personality blends that they are all very different. Even within the 41 blends, there can be a widevariety of nuances.

The Next Step Is

There are 4 basic steps in learning how to work with other people. Learn about the

1. Learn about the Model of Human Behavior

2. Take a personality profile assessment to learn about yourself.3. Study material that teaches you how to read the personality of another person

4. Study material that teaches you how to adapt YOURSELF to work better with others.

To learn more, please visit us online at http://www.personalityinsights.com/


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Personality Traits and

7-Habbits


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Lecture 2

The Big Five theory


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Ref: Motivation

by Lambert Deckers

Big

Openness

Conscientiousness

Neurot

icism


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Extrav

ersionAgreeabl

eness

L.Deckers,Motivation

These are the five dimensions

through which personalities


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er

OpennessOpenness

LowLow HighHigh


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ShallowShallow SimpleSimple ArtisticArtistic Cleve rClever CuriousCurious

ConscientiousnessConscientiousness

LowLow HighHigh


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CarelessCareless ForgetfulForgetful CautiousCautious DependableDependable


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How mature are you?


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Levels of Maturity

Dependent Independent Interdependent


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Stephen Covey The Seven Habit of Highly

Effective People


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In a strict sense, we are all

de endent!


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It is about emotionalde endenc !


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You are dependent if:

You need to be recognized for what you do

You seek gratification through the thanking ofothers


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You feel secure by the assurance of others

MOST OF THE TIME!


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Do not get me wrong! You

CAN NOT be happy without


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peop eWait until we talk about

interdependence.

Seven Habits


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To be Independent

You need to be


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To be Independent

You need to take the initiative!


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To be Independent You need to focus on what you can affect!


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To be Independent

You need to set you own goals!


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SMART Goals


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Becoming Independent


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BeProactive

EndinMind

First

Now that you became

inde endent


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Lets go for interdependence!


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To become interdependent

You need to think about what makes others happy


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You need to listen and understand what

others need


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You need to work out the solutions that

will make everyone satisfied

Synergize


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Becoming Interdependent


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Win

Understand Synergize

Dont forget your machine!


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Sharpen the Saw!


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Stephen Covey, The 7 Habits of

Highly Effective People


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The four Dimensions of your

life!

Body Soul


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Rel at ion sh ips M in d


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18/2/2013

Copyright Allyn & Bacon 2010 1

Chapter 9. Personality and Self in Motivation

Overview

Personality Associated with Motivation Personality Traits Affect Motivation

Self as a Motivational System

CopyrightAllyn&Bacon2010

This multimedia product and its contents are protected undercopyright law. The following are prohibited by law: any publicperformance or display, including transmission of any imageover a network; preparation of any derivative work, includingthe extraction, in whole or in part, of any images; any rental,lease, or lending of the program.

Personality Associated With Motivation

Temperament and personality are real

People differ in their temperament andpersonality

These differences determine what is motivating,especially in regards to incentive motivation


Temperament, Personality, and Behavior

Temperament: differences in emotionality thatresult from genetically inherited characteristics

Example, different breeds of dogs have different

temperaments, e.g., Beagles and Terriers are

more sociable than are Basenjis and Shetland


Sheepdogs

Temperament, Personality, and Behavior,

continued

Personality: behavioral consistencies that resultfrom the interaction between temperament and

social experiences

Example, dogs temperament interacts with


rear ng

Sociability in dogs parallels extraversion inhumans

Personality Traits as Categories or Causes

of Behavior

Personality traits: specific dimensions in

behavioral consistency across time and relevant

situations

Traits are categories but also causes of behavior


Personality Traits as Categories or Causes

of Behavior, continued

Traits cause people to react differently to

different situations

Traits also cause people to approach and avoid

different situations



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Personality Traits for Motivation

Personality traits determine how people react to

situations, e.g., positively or negatively Personality traits determine the choice of

situations and the altering of situations, e.g.,

approach, avoid, or modify situation


Five Factor Model

Five-factor model: divides personality into 5

traits: Openness to experience

Conscientiousness

Extraversion


Agreeableness

NeuroticismMore information available at

http://www.uoregon.edu/~sanjay/bigfive.html

Sensation Seeking

Sensation seeking: a personality trait defined bythe seeking of varied, novel, complex, and

intense sensations and experiences

The trait includes a willingness to take various

risks for the sake of such sensations and


experiences

Sensation Seeking, continued

Four components of sensation seeking are:

Thrill and adventure seeking

Experience seeking

Disinhibition


Biological Reality of Traits

Traits have a biological reality, e.g., grounded in

the material world

Traits are not fictional intervening variables


Operational Definitions

Operational definition: a psychological construct

is defined by the procedure used to measure it

Traits are defined by the procedures used to

measure them, e.g., personality scales



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18/2/2013


Operational Definitions

The 40 item Mini-Marker Set measures, i.e.,

operationally defines the big-five personalityfactors

Mini-Marker Set available athttp://www.uoregon.edu/~gsaucier/gsau41.pdf

CopyrightAllyn&Bacon2010 CopyrightAllyn&Bacon2010

Operational Definitions, continued

Sensation Seeking Scale measures, i.e.,operationally defines a persons level of

sensation seeking

Sensation Seeking Scale available athttp://www.bbc.co.uk/science/humanbody/mind/surveys/sensation/index.shtml


Psychophysiology and Neuropsychology

In psychophysiology, personality traits arecorrelated with physiological variables


Psychophysiology and Neuropsychology,

continued

In neuropsychology, personality traits arecorrelated with brain and neurotransmitter

activity

Monoamine oxidase (MAO): a brain enzyme


that is a marker for sensation seeking andcorrelates negatively with scores on theSensation Seeking Scale

Behavioral Genetics

The closer the genetic relationship betweenindividuals the stronger the correlation between

their personality traits and their level of

sensation seeking

Identical twins are more alike than fraternal twins


in the big-five personality traits and in sensationseeking even when identical twins are reared

apart


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18/2/2013



Figure 9.1. Person ality Traits of Identic al and Fraternal

Twins.

Correlations between twins of the big five personality traits was

greater for identical (MZ) twins than for same-sex fraternal twins

(DZ).Source: Genetic and Environmental Influences on Personality: A Study of Twins Reared Together Using the

Self-and Peer Report NEO-FFI Scales by R. Riemann et al., 1997, Journal of Personality, 65, table 2, p. 461.


Fig. 9.2. Sensation Seeking of Separated and Identical and

Fraternal Twins.

Correlations between twins for components of sensation seeking

was greater for identical (MZ) twins than for same-sex fraternal

twins (DZ). However, there was no difference for thrill and

adventure seeking (TAS).Source: The Genetic Correlation Between Impulsivity and Sensation Seeking Traits by Y-M Hur & T. J.Bouchard, Jr., 1997. Behavior Genetics, 27, table III, p. 460 .

Personality Traits Affect Motivation

Personality traits are real and thereforedetermine

How people react to situations

How people select or alter situations


Personality and Environment

Trait-environment interaction: how a personreacts to a situation depends on the amount of a

personality trait he/she possesses

Trait-environment correlation: the situation or

activity a person selects depends on the amount


of personality trait he/she possesses

Effects of Extraversion on Motivation

To what situations do extraverts, compared tointroverts, react positively and negatively?

What situations do extraverts, compared to

introverts, approach and avoid?


Extraversion-Environment Interaction

Compared to introverts, extraverts are easier to

put into a good mood

Are more satisfied with their social relationships

Are more sensitive to humor stimuli



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18/2/2013


Extraversion-Environment Correlation

Compared to introverts,

Extraverts participate in social activities more Choose to be at group study tables in the library

Go out for team sports


Extraversion and the Channeling of Motives

Channeling hypothesis: personality traits

channel or convey how psychological motivesare represented and satisfied


Extraversion and the Channeling of Motives,

continued

Level of extraversion determines how a personsaffiliation motive is satisfied

Affiliation motive is satisfied by volunteer work

for extraverted women


Extraversion and the Channeling of Motives,

continued

Level of extraversion determines how a personspower motive is satisfied

Power motive is satisfied by women graduates

of Radcliffe entering high impact (power) careers

that allow them to interact with people


Effects of Neuroticism on Motivation

Neuroticism is the personality trait that ranges

from nonemotional (calm, contented) to

emotional (anxious, quickly roused)


Neuroticism-Environment Interaction

High-neuroticism individuals are easier to put in

a bad mood

They also experience more negative moods in

various aspects of life



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18/2/2013


Neuroticism-Environment Correlation

High-neuroticism individuals are more likely to

drink to cope with negative social interactions They are more likely to engage in risky

behaviors to cope

CopyrightAllyn&Bacon2010 CopyrightAllyn&Bacon2010

Figure 9.3. Neuroticism and Drinking

Alon e.

Individuals high neuroticism choose to increase their solitary

drinking with increases in the number of negative interpersonal

exchanges they experience. Individuals low in neuroticismwere not affected. Source: Daily Interpersonal Experiences, Context, and AlcoholConsumption: Crying in Your Beer and Toasting Good Times C. D. Mohr et al., 2001, Journal ofPersonality and Social Psychology, 80, figure 2, p. 496. Copyright by APA. Reprinted by permission.

Effects of Conscientiousness on Motivation

High conscientiousness is associated with beingcompetent, orderly, achievement striving, and

self-disciplined

Conscientiousness correlates positively with

GPA and with healthy life-style behaviors


Effects of Agreeableness on Motivation

Agreeableness is associated with being trusting,compliant, and helpful

Agreeable people are more likely to help a

stranded motorist who is a friend or sibling



Figure9.4. Agreeableness andHelping. Participantshighinagreeablenessreportedmorelikelytohelpastrandedmotoristwhenthatpersonwasafriendorsibling. Therewasnodifferencebetweenlowandhighagreeablenessinhelpingastranger.Source: Agreeableness,Empathy, andHelping: APerson xSituationPerspective byW.G.Grazianoet al.,2007,JournalofPersonalityandSocialPsychology, 93,p.586.

Effects of Multiple Traits on Motivation

Several personality traits can combine to affectthe motivation of behavior



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18/2/2013


Internet Usage

Students low in agreeableness,

conscientiousness, and extraversion used theinternet more

High conscientiousness associated with internetuse for academic purposes


Prejudice

Selection hypothesis: level of an individuals

personality trait determines the type of contactsought with members of other groups

Selection hypothesis is an instance of trait-environment correlation


Prejudice, continued

Individuals high in openness-to-experiencesought more contact with minority group

members

Individuals high in openness-to-experience and

in agreeableness had positive attitudes toward


minority group members from quality of contact

Happiness and the Big Five Personality

Traits Very happy students are lower on neuroticism

and higher on extraversion and agreeableness

Extraverts gain greater positive affect from their

social interactions



Figure 9.5. Happiness and Personality.

Students classified as very happy were significantly lower in

neuroticism and higher in extraversion and agreeableness than were

students classified as very unhappy. They did not differ in

conscientiousness and openness. Source: Very Happy People by E. Diener & M. E. P.Seligman, 2002, Psychological Science, 13, table 3, p. 84.

Effects of Sensation Seeking on Motivation

Sensation seeking determines how a personreacts to a situation or event

Sensation seeking determines the situations and

activities a person chooses



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Sensation Seeking-Environment Interaction

High sensation seekers enjoy more intense

sensations and experiences


Sensation Seeking-Environment Correlation

High sensations are more likely to:

Choose to engage in risky sports and activities

Prefer unusual stimuli and situations

Choose things that are out of the ordinary


Be more more susceptible to boredom

Self as a Motivational System

How people view themselves in the futuredetermines what motivates them in the present


Self-Concept

Self-Concept: a persons knowledge about selfis organized into a schema from which

information about the self can be retrieved and

evaluated


Motivation Regarding Self-Knowledge

Self-enhancement: learn positive things about

self

Consistency: learn information that is consistent

with current self-knowledge

Appraisal: information about self is accurate but


a s a so en anc n g an cons s en w se

Possible Selves as Incentives

A person is motivated to aspire to a possible self

that is more valued than current self

Possible self is a positive incentive for which a

person strives



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18/2/2013


Self-Esteem

Self-esteem is the outcome of a self-evaluation

process


Defining Self-Esteem

Self-esteem: resulting negative or positive

judgment that result from I evaluating me Self-esteem = Success/Pretentions (possible

selves)

-


Self-Esteem Depends on the Contingency of

Self-Worth

Contingencies of self-worth: domains in peopleslives that they consider important for their self-

esteem



Self-Worth, continued

High self-esteem results from successes indomains of contingent self-worth

Low self-esteem results from failures in domains

of contingent self-worth


Endeavors outside of those domains have no

effect on self-esteem

Table 9.3. Domains of Contingencies of Self-

WorthOthers approval: opinion, acceptance by others

Appearance: physical looks of face and body

Competition: outperforming others in competitive

tasks

Academic competence: high grades, do well in


schoolFamily support: approval, acceptance, care of family

Virtue: follow ethical principles or abide by moral

code

Gods love: belief one is loved by God, feeling of

religiosity


Self-Worth, continued

Contingencies of self-worth is measured by

Contingencies of Self-Worth Scale that isavailable at

http://www.rcgd.isr.umich.edu/crockerlab/scales/CSWscale.pdf



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Self-Worth, continued Students with low and high academic-contingent

self-worth were compared on days they receivednews about acceptance to graduate school

Acceptance and rejection letters only affected

students with high academic-contingent self-


worth


Figure 9.6 Self-Esteem Depends on Academic-Contingent

Self-Worth

Self-esteem dropped with a rejection letter and rose with an

acceptance letter to graduate school for students with high

academic-contingent self-worth. Students for whom academic

competence was not a domain of contingent self-worth wereunaffected.Source: Hopes Dashed and Dreams Fulfilled: Contingencies of Self-Worth and Admissions to GraduateSchool by J. Crocker et al., Personality and Social Psychology Bulletin, 28, p. 1280.


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97

our society. It contrasts sharply with the conflict-driven

psychoanalytic theory and the environment-driven behavioristtheory.

2. This perspective includes such theories as Carl Rogers Self-Theoryand Maslows Need Theory.

C.

Carl Rogers Self Theory1. Fulfillment of potential means becoming a FULLYFUNCTIONING PERSON(p. 94) (one who gets along well with

others by offering unconditional positive regard and genuinelycaring about them).

2. Self-esteem is essential to growth and fulfillment of onespotentialpositive self-esteem developed through unconditionalpositive regard.

a. Everyone is born with the potential to treat other people withgenuine concern and respect.

b. If environment is positive, one that fosters self-esteem, peoplewill reach potential and become fully functioning.c. Positive self-esteem = treat others well; negative self-esteem =treat others poorly.

d. Negative self-esteem can be reversed by changes in theenvironment.

3. Critical Thinking Questions (p. 95): Give some examples ofunconditional and/or conditional positive regard that you have

received in your life. How did you feel as a result of these messages? D. What is Maslows Need Hierarchy?

1. Maslow posited that humans are born with an innate drive tomaximize potential.

2. Maximizing ones potential revolves around self-actualization.3. People are challenged by a series of needs as they strive to become

self-actualized. These levels of needs form MASLOWS NEED

HIERARCHY(p. 95) (A model which suggests that lower-orderneeds must be met before we can focus on higher-order needs).

a. See Figure 3.5 (Maslows Hierarchy of Needs) (p. 96)b. Levels include the following needs: physiological needs, safety

needs, belongingness needs, and esteem needs.

c. Lower order needs must be fulfilled before higher order needsare addressed.

1) Physiological or biological needs are the most basicneeds.

2) Safety needs revolves around keeping people fromphysical harm.

3) Belongingness needs involve the needs to be connectedto others in the social world.


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98

4. Critical Thinking Question (p. 96): Can you think of a situation inwhich someone might not be concerned with personal safety because

of worry about meeting physiological needs?5. SELF-ACTUALIZATION(p. 95) occurs when an individual has

developed a complete sense of who she is, what her strengths are,

and routinely acts in a way that is consistent with that.a. When lower order needs are met, people then strive towardself-actualization. This varies based on individual values and

interests.b. Not everyone becomes self-actualized; some get stalled at the

fourth level. There is continual movement up and down the

hierarchy throughout life as situations change.c. See Table 3.2 (Characteristics of Self-Actualizing People)

(p. 97).

E. Culture and Maslows Hierarchy of Needs1. Maslows theory is uniquely Western in terms of the hierarchy.2.

Cultural differences were found in relation to culture.F. Applying the Humanist Theory to Human Relations

1. Humanist theory offers a positive alternative to the psychoanalystsand the deterministic perspective.

2. Humans have an innate tendency to grow in a positive direction andneed positive environmental conditions to reach that goal.

3. Humans who act to hurt themselves or others do so because ofnegative environmental conditions that can be changed.

Critical Thinking Questions (p. 98): Humanist theories are appealing to many

people, because they seem logical and easy to relate to in our own lives. What

examples can you think of from your own life that can be explained by one or both

of the humanist theories? Can you also think of some examples of situations or

people you have heard of that dont fit one of the humanist theories?

IV. Trait TheoriesA. Preview Questions

1. According to trait theories, what shapes our personality?2. How can trait theory help us understand others better and improve

our relations?B. Why Do People Do What They Do?

1. Trait theories are one of the oldest explanations of personality whichsuggest that behavior can be explained in terms of PERSONALITYTRAITS(p. 99) which are characteristics that predict a persons

behavior consistently across a wide range of situations.

2. The current predominant trait theory is called The Big Five TraitTheory. See Figure 3.6 (The Big Five Trait Theory) (p. 99) for a

depiction of the continuum included in the theory.


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99

C. THE BIG FIVE TRAIT THEORY(p. 99) is defined as a theory, whichsuggests that personality can be measured on five major dimensions. SeeGoldberg (The Structure of Phenotypic Personality Traits, 1993).

1. EXTRAVERSION/INTROVERSION(p. 99) is a personality traitbased on a persons preference for social or contemplative

environments.2. NEUROTICISM/EMOTIONAL STABILITY(p. 99) is apersonality trait characterized by anxiety, nervousness, self-

consciousness, and moodiness.3. LOW OPENNESS/HIGH OPENNESS(p. 99) is a personality trait

characterized by originality, imagination, independence, curiosity,

and broadmindedness.

4. LOW CONSCIENTIOUSNESS/HIGH CONSCIENTIOUSNESS(p. 99) is a personality trait characterized by dependability,

efficiency, persistence, and a strong sense of order.

5. LOW AGREEABLENESS/HIGH AGREEABLENESS(p. 99) isa personality trait, which includes behaviors such as kind, sincere,courteous, helpful, patient, honest, and cooperative.

D. Applying the Big Five Theory1. Intimate relationships:Personality accounted for 20% of marital

adjustment in women and 11% of marital adjustment in men.

Neuroticism played the biggest role in this effect. Can you guesswhy? (Emotional stability would help a person to cope with the

inevitable ups and downs of a relationship).

2. Cross-cultural: Research findings suggest that five traits are majordeterminants of personality in collectivistic and individualistic

cultures, but predictions are not as successful in collectivisticcultures.

3. Lifespan development: Across many cultures, extraversion,neuroticism and openness tend to decline as a person grows from

adolescence into adulthood; agreeableness and conscientiousnessincrease. After age 30, traits tend to remain stable.

E. Critical Thinking Questions (p. 102): Think of someone you know well andguess how high that person might score on each of the five traits. How does

this information help you predict how the person might react in a particular

situation?


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1

The 7-Habbits of the Highly

Effective Peo le


Stephen Covey

The Seven Habits

Be Proactive

Begin with the end in mind

Put first things first-


Seek first to understand then to be

understood

Synergize

Sharpen the saw

Basic Needs of Life

Live

Love and be loved

Learn and acquire new experiences


Leave a legacy and feel important to

others

1- Be Proactive


Be Proactive

Your life is a product of your values

not your feelings

Your life is a product of your decisions


not your con t ons

You and I have the capacity to chose

our response

Be Proactive

You feel better when the weather isgreat

do better when you feel better


you carry your good weather within you

Take initiative

Be response-able


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2

Freedom!

Victor Frankel, psychologist

The last human freedom the power to

chose my response to any condition


etween t e st mu us an t e response es

your freedom to chose the response

We have control over our freedom not ourliberty!

Circle of Influence

Do not let the things you can do

nothing about interfere with the things

you can do a great deal about


Focus on your circle of influence not

your circle of concerns

I have to revenge!

It is not the snake that hurts you, itschasing it that drives the poison to yourheart

It is not what people do to us that hurts


us, t s our c osen response t at urts us Reactive people think about how to get

back on people who tried to hurt them Nothing can make you feel inferior

without your consent Eleanor Roosevelt

I am Response-able!

Language of the proactive person: I

chose to, I prefer to, yes, no, I will

Language of the reactive person: I


ave to, must, on y, can t,

havent time

You are the programmer

2- Begin with the end in mind


Begin with the end in mind

What is the purpose of what you are

doing?

What is the purpose of our


organ zat on

What is the purpose of my life?

What is it that I am about?


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3

Develop a mission statement

Let it become your eye glasses you

see everything through it

Let it be timeless


It works Regardless of the situation

It Deals with both ends and means

The 10 Natural Laws of

Successful Life and Time


Hyrum Smith

. Managing Your Time

Law 1: You control your life bycontrolling your time.

Law 2: Your governing values are thefoundation of personal fulfilment.

Law 3: When our dail activities reflect


your governing values, you experienceinner peace.

Law 4: To reach any significant goal, youmust leave your comfort zone.

Law 5: Daily planning leverages timethrough increased focus.

Managing Your Time


Managing Your Life

Law 6: Your behaviour is a reflection ofwhat you truly believe.

Law 7: You satisfy needs when yourbeliefs are in line with reality.


aw egat ve e av ours areovercome by changing incorrect beliefs.

Law 9: Your self-esteem must ultimatelycome from within.

Law 10: Give more and youll have more.

Managing Your Life



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5

Think Win-Win

Nurture competency higher than yours

without feeling threatened

Share knowledge, recognition, gain,


pro t

More creativity, resourcefulness,

integrity, wisdom, intelligence

Builds a quality of a relationship

Think Win-Win

No deal is always an option! Agree to

disagree agreeably.

Being nice or soft is not a win-win,


t at s ose-w n

A Good Agreement

To set up an agreement you have to:

get a clear picture of what the desired

outcome will be

teach the uidelines includin the no-


nos (do not tell them about the methods)

identify the resources

identify how accountability is to be done

identify the consequences (good or bad).

5- Seek first to understand

then to be understood


Listen!

The whole key is in the sequence

Do not listen with intend to reply,rather, with the intend to understand


You need to be influenced to be able

to influence

You need to diagnose before

prescribing the medicine

Understand!

It requires patience and openness

It requires a lot of time, but it saves a lot of

time on the long run


n erstan ng oes not mean t at you

agree it means that you accept the other

Relationships are more important thanefficiency


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6

6- Synergize


1+1=?

1+1=2 Transaction

Everyday life

1+1=1.5


omprom se

Realistic in low trust environment

1+1 >= 3 Synergy

Trust, care, and understanding

Differences

Do not respect differences!

Do not accept differences!

Do not tolerate differences!


CELEBRATE differences!

Be Objective!

The key to objectivity is to realize

that we are subjective!

You see the world as you are, not as it


s

You look through the eyeglasses of

your experience!

The Fruit

Think win-win is the root

Seek first to understand is the rout Synergize is the fruit


7- Sharpen the Saw



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7

Sharpen the Saw

I am busy sawing, stupid!

The habit of renewal


Keep the balance between

productivity and productive capability

Our four dimensions

Body Exercise, nutritionMind Reading, less television, writing, keep a

journal


renew your value system, work on yourmission statement, get out of home, pray,

Relationships Rebuild broken relationships, strengthen

existing ones


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Win Friends and Influence

Peo le

ProjectCommunications ManagementMohammadTawfik

Lecture 3

How to Win Friends and

Influence Peo le


DaleCarnegie1937

Fundamental Techniques In

Handlin Peo le

ProjectCommunications ManagementMohammadTawfik ProjectCommunications ManagementMohammadTawfik

Givehonestandsincereappreciation


Arouseintheotherpersonaneagerwant



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Six Ways To Make People

Like You

ProjectCommunications ManagementMohammadTawfik ProjectCommunications ManagementMohammadTawfik

Smile!


Remember Names


Encourageotherstotalkaboutthemselves


Talkintermsoftheotherperson'sinterests



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Maketheotherpersonfeelimportant


Win People To Your Way Of

Thinkin


Theonlywaytogetthebestofanargumentistoavoidit


Showrespectfortheotherperson'sopinions



Gettheotherpersonsaying"yes,yes"immediately



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Lettheotherpersondoagreatdealofthetalking


Lettheotherpersonfeelthattheideaishisorhers


Tryhonestlytoseethingsfromtheotherperson'spointofview


Besympatheticwiththeotherperson'sideasanddesires


Appealtothenoblermotives


Dramatizeyourideas



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Throwdownachallenge


Be a Leader


Beginwithpraiseandhonestappreciation


Callattentiontopeople'smistakesindirectly


Talkaboutyourownmistakesbeforecriticizingtheotherperson


Askquestionsinsteadofgivingdirectorders



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Lettheotherpersonsaveface


Praisetheslightestimprovementandpraiseeveryimprovement


Givetheotherpersonafinereputationtoliveupto


Useencouragement


Assignment #1 Due 3/3/2014

Now that you are familiar with different aspects

of human characteristics and techniques of

handling people, you are required to:

1- Describe a problem that you have at work


2- Present a description of the characteristics of

different personalities involved

3- Propose a solution to the problem based on

the personality analysis and the principles

described by Covey and Carnegie


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1

How to Win Friends and

Influence Peo le


Dale Carnegie

1937

Fundamental Techniques In Handling

People

Principle 1 - Don't criticize, condemn

or complain.

Principle 2 - Give honest and sincere


apprec at on.

Principle 3 - Arouse in the other

person an eager want.

Six Ways To Make People Like

You

Principle 1 - Become genuinely

interested in other people.

Principle 2 - Smile.


Principle 3 - Remember that a

person's name is to that person the

sweetest and most important sound in

any language.

Six Ways To Make People Like

You

Principle 4 - Be a good listener.

Encourage others to talk about

themselves.


r nc p e - a n terms o t e

other person's interests.

Principle 6 - Make the other person

feel important-and do it sincerely.

Win People To Your Way Of

Thinking

Principle 1 - The only way to get the

best of an argument is to avoid it.

Principle 2 - Show respect for the


ot er person s op n ons. ever say,

"You're wrong."

Principle 3 - If you are wrong, admit it

quickly and emphatically.

Principle 4 - Begin in a friendly way.

Principle 5 - Get the other personsaying "yes, yes" immediately.

WinPeopleToYourWayOfThinking


Principle 6 - Let the other person do a

great deal of the talking.


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2

Principle 7 - Let the other person feel

that the idea is his or hers.

Principle 8 - Try honestly to see



t ngs rom t e ot er person s po nt o

view.

Principle 9 - Be sympathetic with the

other person's ideas and desires.

Principle 10 - Appeal to the nobler

motives.

Principle 11 - Dramatize your ideas.



Principle 12 - Throw down a

challenge.

Be A Leader

Principle 1 - Begin with praise and honest

appreciation.

Principle 2 - Call attention to people's


.

Principle 3 - Talk about your own mistakes

before criticizing the other person.

Principle 4 - Ask questions instead of

giving direct orders.

Be A Leader

Principle 5 - Let the other person save face.

Principle 6 - Praise the slightest improvement and

praise every improvement. Be "hearty in your

approbation and lavish in your praise."


Principle 7 - Give the other person a fine

reputation to live up to.

Principle 8 - Use encouragement


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Effective Communications

EffectiveCommunications

MohammadTawfik

Lecture 4

Understanding

Communications


MohammadTawfik

Tappers and Listeners


MohammadTawfik

A little game to start with!

Understanding

Communications


MohammadTawfik

Why do we Communicate?!To change behavior

To get actionTo get and giveInformation


MohammadTawfik

To ensure understandingTo persuade

Forms of Communication


MohammadTawfik


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Effective communication depends on

skills in receiving messages as well


MohammadTawfik

as on skills in sending them.

Phases linking sender and receiver


MohammadTawfik

Misunderstanding

CreatingtheMessage:

Nonclearmessagecontent

Unfamiliaritywithsituationorreceiver


MohammadTawfik

Emotionalconflicts

Inabilitytoexpressideas

Misunderstanding

Transmitting&Receivingthemessage

PhysicalProblems

ConflictingSignals


MohammadTawfik

Overflowofsignals

Misunderstanding

Understandingthemessage

Different

background


MohammadTawfik

Interpretationofwords

Emotionalreactions

How to improve communication?


MohammadTawfik


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First Step: Listen


MohammadTawfik

Remember:

Seek first to understand, then


MohammadTawfik

o e un ers ooStephen Covey

Set your body language!


MohammadTawfik

Stop Multitasking


MohammadTawfik

Stop Multitasking


MohammadTawfik

Seek Clarifications


MohammadTawfik


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Do not think about your response!


MohammadTawfik

Dont Finish Sentences


MohammadTawfik

Read Body Language


MohammadTawfik

Second Step: Connect


MohammadTawfik

Build Credibility


MohammadTawfik

Show Congeniality


MohammadTawfik


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Nonverbal Communication


MohammadTawfik

How you deliver a message

55% Body Language38% Tonal


MohammadTawfik

7% Verbal

Facial Expressions

I nter es t Dis gu stHappiness Determination Fear


MohammadTawfik

Anger Surprise Bewilderment Contempt Sadness

Forms of nonverbal communication

Eyecontact

Gesture

Posture


MohammadTawfik

Clothing

Facialexpressions

Voice

Cross-cultural Communication

TimeinOtherCultures

Kinesics

in

Different

Cultures ProxemicsacrossCultures


MohammadTawfik

TouchinDifferentCultures

DressinOtherCultures

Body Language at Work Peter Clayton


MohammadTawfik


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Body Language

Body Language Body Language


MohammadTawfik

Third Step: Clarify


MohammadTawfik

Use their language!


MohammadTawfik

Avoid technical jargon


MohammadTawfik

Use stories


MohammadTawfik

Be precise


MohammadTawfik


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Be Simple


MohammadTawfik


60/162

CHAPTER 2 LISTENING AS A COMMUNICATION TOOL

_____________________________________________________________________TECHNICAL LANGUAGE PROF. NIVEEN M. MAWSOUFORAL STRATEGIES 11

CHAPTER 2

LISTENING

AS A COMMUNICATION TOOL


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CHARACTERISTICS OF LISTENING

Many people spend 80 percent of the workday in some kind of

communication.

We retain 50 percent of what we hear and 48 hours later that drops

another 50 percent.

How can we become better listeners? Several researchers have

examined the potential relationships between effective listening andother individual characteristics. The following conclusions can be drawn

from research about listening.

1- Personality

2- Intelligence

3- Scholastic achievement

4- Verbal ability and vocabulary

5- Note taking

6- Motivation

7- Organizational ability

8- Environment

PERCEPTUAL BARRIERS TO EFFECTIVE LISTENING

Major barriers to effective listening are perceptual in nature.

1- People perceive stimuli according to their individual frames of

reference2- People perceive stimuli according to their own expectations

3- People perceive stimuli according to individual attitudes and beliefs

4- The continuing relationship between speaker and listener plays an

important role in perception


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5- Ineffective listeners are unaware of nonverbal cues

6- ''Signal'' words can cause anxiety or raise emotions

In addition to these perceptual barriers, these are other barriers of a moregeneral nature.

1- Faking attention

2- Listening only for facts

3- Avoiding difficult listening

4- Dismissing the topic as uninteresting

5- Criticizing physical appearance6- Yielding easily to distractions

HINTS FOR ACTIVE LISTENING

Listening is not a passive activity.

Active listening entails grasping the speaker's point of view.

LISTEN FOR TOTAL MEANING AND RESPOND TO FEELINGS

NOTE ALL CLUES

1- Motivation and de-motivation affect the listening experience

2- Concentration is an important determinant of listening ability

3- The use of this question is an effective listening strategy

4- Objectivity is crucial to effective listening

TAKE NOTES

The usefulness of note taking depends on the situation


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PROVIDE FEEDBACK

Feedback is important in the listening process

TEN KEYS TO EFFECTIVE LISTENING

1- Find areas of interest

2- Judge content, not delivery

3- Hold your fire

4- Listen for ideas

5- Be flexible

6- Work at listening

7- Resist distractions

8- Exercise your mind

9- Keep your mind open

10- Capitalize on fact thought is faster than speech


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Capture the attention of your

audience

ThePresentationMohammadTawfik

Lecture 5

Preparing the presentation


1- Know your audience


Why are they their?


What is there background?


Whatsizeisthegroup?



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What is their attitude?


2- Know your purpose


ThePresentationMohammadTawfikToinform

Topersuade


Toentertain


3- Know yourself



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Are you familiar with topic?


4- Prepare your Presentation!

ThePresentationMohammadTawfik ThePresentationMohammadTawfik

ThePresentationMohammadTawfikGet your message in 3 seconds

Use pictures and graphs



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Dont overdo it!


And be yourself!


During the presentation


Get Personal


Get to know them


Tell stories



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Use jokes


Bad jokes are even better


The worse the better!


Interact with your audience


Ask Questions


Move around



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Maintain Eye Contact

ThePresentationMohammadTawfik ThePresentationMohammadTawfikNot so much!

Be Audible


Play with the tone



71/162

CHAPTER 4 THE ORAL PRESENTATION

_____________________________________________________________________

CHAPTER 4

THE ORAL PRESENTATI ON


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_____________________________________________________________________

Different kinds of presentations make different demands on the speaker.

In spite of the differences, all presentations make many of the same

demands on the speaker. The planning, structure, supports, and strategy

of each of them are very important, and a good speaker followsapproximately the same steps in planning and developing almost any

presentation.

ESTABLISHING A PURPOSE

The first step in planning any presentation should be to define yourpurpose. A statement of purpose describes what you want to accomplish.

Then, after you have spoken, the same statement helps you know whether

you have achieved your goal. There are two kinds of purposes toconsider; general and specific.

GENERAL PURPOSE

As the name implies, a general purpose is a broad indication of what

youre trying to accomplish. There are three general purposes.

To I nform. The goal of an informative presentation is either to

expand your listeners knowledge or to help them acquire a specific skill.

To Persuade. Persuasion focuses on trying to change what an

audience thinks or does.

To Entertain. The speaker at a convention might concentrate on

getting the participants to relax and look forward to the coming events.

SPECIFIC PURPOSE

A good specific-purpose statement usually answers three questions:

Whom do I want to influence?What do I want them to do?

How, when, and where do I want them to do it?

Your purpose statement should combine the answers to these questions

into a single statement: I want (who) to (do what) (how, when, where).

Here are some examples of good purpose statements:


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_____________________________________________________________________

Descri be the Reaction You Ar e Seeking. Your purpose statement

should word in terms of the reaction you want from your audience.

Be as Specif ic as Possible. A good purpose statement identifies the

who, what, how, when, and whereof your goal as precisely as possible.

Make Your Goal Realistic. Presentational speaking is like most

other aspects of life: you usually dont get everything you want. The

available time, the characteristics of your audience and the subject itself

can limit what you can realistically hope to accomplish. Thus, your

purpose statement should be attainable.

DEVELOPING THE TOPIC

Thetopic statementsometimes called the central idea or key ideais a

single sentence that summarizes your message.

Presentations without a clear thesis leave the audience asking, Whatsthis person getting at? And while listeners are trying to figure out the

answer, theyll be missing much of what youre saying.The thesis is so important that you will repeat it several times during your

presentation: at least once in the introduction, probably several times

during the body, and again in the conclusion.

ANALYZING THE SITUATION

A purpose statement describes the end you want to achieve, but it doesnt

describe how you can reach your goal. The means is the presentation

itselfthe ideas you use and the way you express them.

ANALYZING THE AUDIENCE

Having good ideas isnt enough. You have to present those ideas in a way

that your listeners will understand and appreciate. A number of factors

will shape the way you adapt you material to a particular audience.

You should ask yourself a number of questions about your audience

members.


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What Are Their Positions?Begin by considering the job titles of

the members of your audience. If audience members are specialists in

engineering, finance, or marketing, for example theyll probably be

interested in the more technical aspects of your talk that pertain to theirspecialties. On the other hand, an audience of non-experts or generalists

would probably be bored by a detailed talk on a subject they dontunderstand.

What Are Their Personal Preferences? The personal

idiosyncrasies of your listeners are just as important as their job titles.

Some people insist on a formal presentation, while other are much more

casual. Knowing these preferences can make the difference betweensuccess and failure in a presentation.

What Demographic Character istics Are Signi f icant?A number of

measurable characteristics of you listeners might suggest ways to develop

your remarks, such as gender, age and economic strains.

What Size I s the Group?The number of listeners will govern some

very basic speaking plans. How many copies of a handout should youprepare? How large must your visuals be to be seen by everyone? How

much time should you plan for a questions-and-answer session?

Why Is the Audience There? Just like speakers, audiences have

reasons for attending a presentation. Sometimes these reasons arestraightforward.

What Does the Audience Know?A group of experts doesnt need

the background information that other audiences would require. In fact,these people would probably be bored and offended by your basic

explanation.

What Are the Listeners Attitudes?You need to consider two sets

of attitudes when planning your presentation. The first is your audiences

attitude toward you as the speaker. If listeners feel hostile or indifferent,

your approach wont be the same as the one taken if they are excited tohear from you.


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In addition to listeners feeling about you, the audiences attitude about

your subject should influence you approach.

ANALYZING YOURSELF AS THE SPEAKER

When developing you presentation, be sure to consider several factors.

Your Purpose: The very first question to ask yourself is why you

are speaking. Are you especially interested in reaching one person or one

subgroup in the audience? What do you want your key listeners to think

or do after hearing you? How will you know when youve succeeded?

You Knowledge: Its best to speak on a subject about which youhave considerable knowledge.

prmg045 project communication management (spring 2014 booklet)

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