Success with Cross-Success with Cross-Cultural Cultural

Presentations: Presentations: Part II Part II

March 29, 2008 March 29, 2008

Colleen MeyersColleen Meyers, Education Specialist, Center for Teaching & Learning , Education Specialist, Center for Teaching & Learning University of Minnesota, University of Minnesota, meyer002@umn.edumeyer002@umn.edu

Nice to meet you! Nice to meet you!

Hun gao xing jian dao ni. Hun gao xing jian dao ni. 3 1 4 4 4 3 3 1 4 4 4 3 flat flat rising rising fall + short rise fall + short rise fall fall

Review: Review: Non-verbal Communication Non-verbal Communication

Approximately what percent of Approximately what percent of communication is non-verbal: communication is non-verbal:

A. 7% A. 7% B. 38% B. 38% C. 55% C. 55%

Review: Review: Non-Verbal Communication Non-Verbal Communication

A. 7 % A. 7 % B. 38% B. 38% C. 55% C. 55%

Spoken words Spoken words Use of voice Use of voice All non-verbals All non-verbals

Cross-Cultural Cross-Cultural Communication Communication

Communication

Language Interactional Skills Presentation Skills

Agenda Agenda

Hour 1: RelevanceHour 1: Relevance Hour 2: Handling QuestionsHour 2: Handling Questions Hour 3: Day-to-Day Work ChallengesHour 3: Day-to-Day Work Challenges

Part I: Part I:

Relevance: Relevance:

Assessing and Involving Assessing and Involving

your Audienceyour Audience

Relevance: ObjectivesRelevance: Objectives

Objectives: Objectives: By the end of this part, participants will be able By the end of this part, participants will be able

to: to: Identify strategies for assessing audience Identify strategies for assessing audience

background and level. background and level. Demonstrate the ability to make an abstract Demonstrate the ability to make an abstract

term clear by building in redundancy. term clear by building in redundancy. Use correct intonation patterns. Use correct intonation patterns.

Relevance: Example Relevance: Example

You will see a video of “Michael” teaching You will see a video of “Michael” teaching about “North American English Vowels.” about “North American English Vowels.”

Watch the video and be prepared to comment Watch the video and be prepared to comment on: on: What techniques does Michael use to assess his What techniques does Michael use to assess his

audience’s background and level? audience’s background and level? What techniques does he use to make his concept What techniques does he use to make his concept

clear to his audience? clear to his audience?

Relevance: Example Relevance: Example

Strategies used to make material Strategies used to make material relevant: relevant: Asking questions to determine background. Asking questions to determine background. Building in redundancy. Building in redundancy. Checking for comprehension.Checking for comprehension.

Relevance: PhrasesRelevance: Phrases

Phrases for assessing background: Phrases for assessing background: Let me start by asking you a question. Let me start by asking you a question. Are you (all) familiar with this chart? Are you (all) familiar with this chart? Has anyone seen this before? Has anyone seen this before? How many of you are familiar with X? How many of you are familiar with X?

Please raise your hand. Please raise your hand.

Relevance: StrategiesRelevance: Strategies

Personal/practical example Personal/practical example Analogy or comparison/contrast Analogy or comparison/contrast Word origin Word origin Visual (picture, model, diagram, chart) Visual (picture, model, diagram, chart)

Relevance: Phrases Relevance: Phrases

Phrases for building in redundancy: Phrases for building in redundancy: Let me give you an example. Let me give you an example. I think this example will clarify.I think this example will clarify. In other words, ….. In other words, ….. In simple terms, this means…. In simple terms, this means…. That is, …. That is, …. Here’s a chart to help you understand. Here’s a chart to help you understand. I brought a model to show you what I meanI brought a model to show you what I mean. .

Relevance: Phrases Relevance: Phrases

Phrases to check for comprehension: Phrases to check for comprehension: Does this make sense? Does this make sense? Does everyone follow this? Does everyone follow this? Any questions about this? Any questions about this? Is this clear? Is this clear? Before we move on, any questions up to this Before we move on, any questions up to this

point? point?

Relevance: Relevance: Practice Defining a Term Practice Defining a Term Work with a partner. Each of you will Work with a partner. Each of you will

take turns making a concept or term from take turns making a concept or term from your field relevant to the other:your field relevant to the other: Assess your audience’s background. Assess your audience’s background. Explain the concept. Explain the concept. Make it relevant through an example, Make it relevant through an example,

analogy, word origin, or other strategy. analogy, word origin, or other strategy. Check to make sure the concept is clear. Check to make sure the concept is clear.

Relevance: Feedback Relevance: Feedback

Comment on: Comment on: Use of questions to assess your Use of questions to assess your

level/background level/background Effectiveness of strategies to make materials Effectiveness of strategies to make materials

relevant to you relevant to you Use of comprehension checks.Use of comprehension checks. Suggestions for improvement. Suggestions for improvement.

Relevance: Summary Relevance: Summary

Remember: Remember: Use of questions for assessmentUse of questions for assessment Use of voice (volume, emphasis, Use of voice (volume, emphasis,

pausing, and voice variation) to make pausing, and voice variation) to make questions clear. questions clear.

Use of redundancy to make material Use of redundancy to make material relevant. relevant.

Check to ensure clarity. Check to ensure clarity.

BreakBreak

Part 2: Part 2:

Handling QuestionsHandling Questions

Hour 2: Hour 2: Handling QuestionsHandling Questions

Objectives Objectives By the end of this part, participants will be By the end of this part, participants will be

able to: able to: Identify cultural values for answering Identify cultural values for answering

questions in the US. questions in the US. Identify strategies for negotiating Identify strategies for negotiating

meaning & handling questions. meaning & handling questions. Practice handling questions appropriately Practice handling questions appropriately

Handling Questions: Handling Questions: Cultural ExpectationsCultural Expectations

Which of the following visuals best Which of the following visuals best represents what is expected in the US: represents what is expected in the US:

(Draw on whiteboard.) (Draw on whiteboard.)

Handling Questions: Handling Questions: Cultural DifferencesCultural Differences

Handling Questions: Handling Questions: Theory Theory

US cultural expectations: US cultural expectations: Answers are direct. Answers are direct. Answers are concise. Answers are concise. Consider audience’s background.Consider audience’s background.

Handling Questions: Handling Questions: Theory Theory

Compensatory strategies: Compensatory strategies:

R = rephrase/repeatR = rephrase/repeat (H) = hesitate(H) = hesitate A = answer A = answer G = go back G = go back

Handling Questions: Handling Questions: ARAGARAG

Observe Amit (Unit 9, chapter 62) Observe Amit (Unit 9, chapter 62) Do you think his answer is clear? Why or Do you think his answer is clear? Why or

why not? why not? What suggestions would you give him? What suggestions would you give him?

Handling Questions: Handling Questions: Rephrasing/RepeatingRephrasing/Repeating

Rationale: Rationale: Make sure you get the question. Make sure you get the question. Make sure others hear. Make sure others hear. Thinking time. Thinking time. Focus the question, if necessary. Focus the question, if necessary. Decide when to delay. Decide when to delay.

Handling Questions: Handling Questions: Rephrasing/RepeatingRephrasing/Repeating

Phrases: Phrases: Are you asking…? Are you asking…? I think what you’re asking me is …., right? I think what you’re asking me is …., right? So, you want to know…. So, you want to know…. Your question is ….. Your question is ….. Let me repeat the question for everyoneLet me repeat the question for everyone. .

Handling Questions:Handling Questions:Hesitating Hesitating

Reasons: Reasons: Thinking time Thinking time Compensates for languageCompensates for language Builds rapport (names) Builds rapport (names) Shows respect Shows respect

Handling Questions: Handling Questions: HesitatingHesitating

Phrases: Phrases: Good/Interesting question! Good/Interesting question! John’s asking …..John’s asking ….. Let me see. Let me see. Let me think. Let me think. We…ll. We…ll. Hmm. Let me put it this way. Hmm. Let me put it this way.

Handling Questions: Handling Questions: Answering Answering

Phrases: Phrases: Generally speaking, …. Generally speaking, …. Yes and no. Let me explain. Yes and no. Let me explain. It depends. It depends. The answer is “yes.” The answer is “yes.” It’s almost always “true.” It’s almost always “true.”

Handling Questions: Handling Questions: Going Back Going Back

Rationale: Rationale: Questioner satisfaction. Questioner satisfaction. Closure. Closure. Indicates next question. Indicates next question. Additional questions. Additional questions.

Handling Questions: Handling Questions: Going Back Going Back

Behaviors to Observe: Behaviors to Observe: Questioner nods Questioner nods Questioner says, Questioner says,

I see. I see. OK. OK. Uh-huh. Uh-huh. Uh-hum. Uh-hum.

Handling Questions: Handling Questions: Going Back Going Back

If the questioner seems satisfied, the If the questioner seems satisfied, the speaker may say: speaker may say: Anything else? Anything else? Any other questions? Any other questions? Other questions? Other questions?

Handling Questions: Handling Questions: Going BackGoing Back

If the questioner does not seem satisfied, the If the questioner does not seem satisfied, the speaker should say: speaker should say:

Did I answer your question? Did I answer your question? Does that make sense? Does that make sense? Is that what you wanted to know? Is that what you wanted to know?

Handling Questions: Handling Questions: Practice using ARAG Practice using ARAG

Work in pairs. Work in pairs. Answer each question using R(H)AG. Answer each question using R(H)AG. Listener checks. Listener checks. Feedback. Feedback. Switch roles. Switch roles.

Handling Questions: Handling Questions: Delay Tactics Delay Tactics

Phrases: Phrases: I’m not completely sure. Let me check & email I’m not completely sure. Let me check & email

you, OK? you, OK? Off the top of my head, I don’t know the exact Off the top of my head, I don’t know the exact

figures. I’ll look them up & get back to you. figures. I’ll look them up & get back to you. I don’t know the answer. Anyone here know the I don’t know the answer. Anyone here know the

statistics? statistics? I’m sorry. I’m an engineer—not a manager. I’m sorry. I’m an engineer—not a manager. That’s a long, complicated question. Why don’t That’s a long, complicated question. Why don’t

we talk later? we talk later? That’s a complex question. The short answer is That’s a complex question. The short answer is

…. ….

Handling Questions: Handling Questions: Summary Summary

Don’t answer immediately. Don’t answer immediately. Make sure you truly understand intention Make sure you truly understand intention

of question. of question. Thinking time. Thinking time. Delay, if necessary. Delay, if necessary.

BreakBreak

Part III Part III

Everyday Work ChallengesEveryday Work Challenges

Work Challenges: Work Challenges: Objectives Objectives

By the end of this hour, participants will By the end of this hour, participants will be able to: be able to: Identify strategies for dealing with work Identify strategies for dealing with work

challenges (with supervisors, subordinates, challenges (with supervisors, subordinates, and/or peers) and/or peers)

Practice using appropriate language for Practice using appropriate language for dealing with these challenges. dealing with these challenges.

Get feedback from peers on the Get feedback from peers on the effectiveness of strategies/language. effectiveness of strategies/language.

Brainstorming Challenges Brainstorming Challenges

Individually, take a few minutes to write Individually, take a few minutes to write down one or two of the challenges you down one or two of the challenges you have faced or might face at work. have faced or might face at work.

Label each challenge as: Label each challenge as: w/ a supervisor w/ a supervisor w/ a subordinate w/ a subordinate w/ a peer w/ a peer

Challenges: Group Work Challenges: Group Work

Based on your type of challenge, get into Based on your type of challenge, get into 3 groups: 3 groups: Challenges pertaining to subordinates Challenges pertaining to subordinates Challenges pertaining to supervisors Challenges pertaining to supervisors Challenges pertaining to peers Challenges pertaining to peers

Challenges: Group Work Challenges: Group Work

Now, take 5-10 minutes to discuss Now, take 5-10 minutes to discuss strategies for dealing with your group’s strategies for dealing with your group’s challenges. challenges.

Then, role-play one of the challenges Then, role-play one of the challenges using 2 (or more) of the group members. using 2 (or more) of the group members.

Debrief the role-play by discussing Debrief the role-play by discussing whether the strategy worked and why (or whether the strategy worked and why (or why not). why not).

Challenges: Challenges: Large Group Debrief Large Group Debrief

As a large group, each small group will As a large group, each small group will share 1 of their challenges: share 1 of their challenges: What was the challenge? What was the challenge? What strategies did you come up with? What strategies did you come up with? When you role-played, did the strategy When you role-played, did the strategy

work? work?

Success with Cross-Success with Cross-Cultural Presentations Cultural Presentations

Reflection: Reflection: 1) What were 2-3 of the most important 1) What were 2-3 of the most important

concepts or strategies you learned today? concepts or strategies you learned today? 2) How will you implement them in your 2) How will you implement them in your

work? work? 3) What additional questions, if any, do you 3) What additional questions, if any, do you

have? (3 X 5 cards) have? (3 X 5 cards)

Follow UpFollow Up

Email me at: Email me at: meyer002@umn.edumeyer002@umn.edu Contact me at: 612-625-3312 Contact me at: 612-625-3312 Office: 315 Science Classroom Building, Office: 315 Science Classroom Building,

University of Minnesota (Mpls. Campus) University of Minnesota (Mpls. Campus)

Success with Presentations (DVD + Success with Presentations (DVD + presentation skills materials used in workshop) presentation skills materials used in workshop) can be ordered at: can be ordered at: www.eslvideos.comwww.eslvideos.com

Thank you! Thank you!

Xie xie!Xie xie!

Haibo’s Tips Haibo’s Tips

Who’s Haibo? Who’s Haibo? Why am I quoting him? Why am I quoting him?

Tip 1: Humor Tip 1: Humor

Humor matters. I’m sorry if I didn’t Humor matters. I’m sorry if I didn’t pronounce your name correctly because pronounce your name correctly because I’m not a native English speaker. I’m not a native English speaker.

Tip 2: InvolvementTip 2: Involvement

Keep the audience involved. The Keep the audience involved. The audience was happy to be involved. audience was happy to be involved.

Tip 3: VolumeTip 3: Volume

Always speak loudly. It brings out your Always speak loudly. It brings out your confidence, especially a non-native confidence, especially a non-native speaker. speaker.

Tip 4: SlowlyTip 4: Slowly

Slow Down. This demonstrates your Slow Down. This demonstrates your calmness and makes it easier for the calmness and makes it easier for the audience to follow you. audience to follow you.

Tip 5: Tip 5: Making PowerpointMaking Powerpoint

Powerpoint—brief text, impressive Powerpoint—brief text, impressive visualization. visualization.

Tip 6: Tip 6: Using PowerpointUsing Powerpoint

Tell your story. Use easy English; talk to Tell your story. Use easy English; talk to your audience rather than read your your audience rather than read your slides. slides.

Tip 7: RelaxTip 7: Relax

Before the presentation—relax and enjoy Before the presentation—relax and enjoy your show! your show!

Audience Survey Audience Survey

How many of you have given presentations How many of you have given presentations in English ? in English ?

In what context? (seminar, conference, one-to-In what context? (seminar, conference, one-to-one) one)

What challenges did you face? What challenges did you face?