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Our Journey to New Skills for Group Leaders (2020-21)

Knowing your style and adapting to others: Driver, Analytical, Expressive, Amiable

Understanding Behavioural Styles

Listening as caring: (1) Body language/verbal queues

(2) Paraphrase

(3) Perception Check

Listening

Asking the right questions to generate dialogue, Descriptive word or phrase and element of comparison

Questioning

Best practices for impactful presentations: Organization, Articulation, Reflection

Presenting

Using the power of stories to teach, energize and activate your group members

Storytelling

Skilfully helping others (and yourself) navigate through change

Leading Change

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Session Objectives

Introduce or remind you of the communication skills

Review each skill briefly and discuss the application to support groups and the leaders

Motivate you to view the full 1-hour modules or commit to applying one (or more) of the skills as you lead your support group

Have fun!

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Module 1: �Understanding Behavioral Styles

Knowing your style and others so you can adapt to them

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Can you relate?

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We learned that there are FOUR styles…

A = EXPRESSIVE

B = DRIVER

C = AMIABLE

D = ANALYTICAL

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Two questions to identify behavioral style

Analytical

Driver

Amiable

Expressive

Conceal More?

Emote More?

Tell More?

Ask More?

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Characteristics of each style

Analytical -Quiet, logical, sometimes reserved or cautious, can appear distant and quiet Their Need: To Be Right Their Orientation: Thinking Their Growth Action: To Declare Time: Past Back-Up: To Avoid	Driver -Direct, active, forceful and determined; focused on goals and desire achievement Their Need: Results Their Orientation: Action Their Growth Action: To Listen Time: NOW Back-Up: Become Autocratic
Amiable -Open with feelings, less demanding and generally agreeable, easy-going & nice Their Need: Personal Security Their Orientation: Relationships Their Growth Action: To Initiate Time: Today Back-Up: To Acquiesce	Expressive -Lively and fun, seeking attention and personable, can be disorganized Their Need: Personal Approval Their Orientation: Spontaneity Their Growth Action: To Check Time: Future Back-Up: To Attack

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MODULE 2 LISTENING SKILLS

LISTENING IS CARING

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LISTENING DEFINED

SKILL SET
CONVEYS CARING FOR THE SPEAKER’S WORDS & FEELINGS
FROM THE SPEAKER’S PERSPECTIVE

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BARRIERS TO LISTENING

Agreeing/Disagreeing	Monologuing	Moralizing	Questioning
Reassuring	Diverting	Advising	Praising
Blaming/Criticizing	Logical Argument	Diagnosing	Ordering/Threatening

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TRIFECTA OF LISTENING

Listening

Skills

Body language

Verbal Cues

Paraphrase & Perception Check

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BODY LANGUAGE & VERBAL CUES

Body Language	Open Position Lean Forward Eye Contact Head nods Facial reactions
Verbal Cues	MMM Okay Uh-Huh Say more Oh

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PARAPHRASE: TO RESTATE IN YOUR OWN WORDS

Determines accuracy

Allows for correction if necessary

Displays through behavior your interest what the other person(s) is saying

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PERCEPTION CHECK

PERCEPTION

(NON-VERBAL)

CLUE(S):

COMES FROM THE WORDS, VOICE TONE AND BODY LANGUAGE OF SPEAKER

FEELINGS:

YOU MAKE A GUESS AND NAME THE FEELING/EMOTION YOU BELIEVE THE SPEAKER IS EXPERIENCING

CHECK

(VERBAL)

STATEMENT:

STATEMENT WITH TENTATIVE LANGUAGE TO NAME THE FEELING/EMOTION (SEE BACK PAGE OF HANDOUT)

QUESTION:

CHECK THE ACCURACY OF YOUR PERCEPTION:

“AM I RIGHT?”
“IS THAT CORRECT?”
”IS THAT HOW YOU FEEL?”

STEMS FOR

PERCEPTION CHECKING

” I GET THE IMPRESSION THAT…”
“IT APPEARS TO ME THAT…”
”I’M WONDERING IF…”
“IT SOUNDS TO ME AS IF…”
IS IT POSSIBLE THAT…”
“I SENSE THAT…”
“I GET THE FEELING THAT…”

Perception check does NOT TELL the speaker what he/she is feeling; so use “I” or “me” indicating it’s your perception

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MODULE 3 QUESTIONING SKILLS

CREATING DIALOGUE THROUGH MEANINGFUL QUESTIONS

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��LIST SOME QUESTIONS YOU MIGHT USE TO ENGAGE A MEMBER OF YOUR SUPPORT GROUP

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QUESTIONS WILL EVOKE EITHER…

Recital - Recalling & verbalizing details, facts or anecdotes

Dialogue - Conversations that Lead to Change

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TYPES OF QUESTIONS: �OPEN & CLOSED ENDED

DEFINITION: SEEKS FACTS, FIGURES AND DETAIL (RECITAL)

OPEN MEANS MANY POSSIBLE RESPONSES
CLOSED GENERALLY MEANS A SINGLE RESPONSE

ADVANTAGES:

WARMS UP THE CONVERSATION
CAN BE A BRIDGE FROM PREVIOUS DISCUSSIONS

DISADVANTAGES:

IF OVERUSED THE QUESTIONS CAN FEEL INTRUSIVE
CONVERSATION CAN FIZZLE

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TYPES OF QUESTIONS: �DIALOGUE PROBES

DEFINITION:

START WITH WORDS/PHRASES THAT ENCOURAGE MORE COMPLETE RESPONSES (DESCRIPTIVE)…DESCRIBE, EXPLORE, TELL ME, EXPLAIN, SHARE WITH ME, ETC.
MUST CREATE COMPARISONS

ELEMENTS OF COMPARISON:

TIME
INFORMATION, STUDIES AND REPORTS
DIVERSE OPINIONS,
COMPARING EXPERIENCES

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TYPES OF QUESTIONS: �DIALOGUE PROBES

ADVANTAGES:

REQUIRES COMPLEX THINKING BY THE PERSON ANSWERING
SOLICITS EXPERIENCES, FEELINGS & OPINIONS
DISTINGUISHES YOUR CONVERSATION AND TOPIC FROM THE DOZENS OF OTHERS (DAILY)

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RIGHT QUESTION…RIGHT TIME

STEP 1:

AGENDA – QUICKLY SET THE TONE BY STATING THE PURPOSE OF TODAY’S DISCUSSION AND THE TOPIC(S) TO BE DISCUSSED

STEP 2:

ASK AN OPEN/CLOSED PROBE TO WARM UP THE CONVERSATION* (*OPTIONAL – IF TIME PERMITS)
ASK A DIALOGUE PROBE

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MODULE 4 PRESENTATION SKILLS

PRESENTING WITH PURPOSE & CLARITY

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METAPHOR FOR PUBLIC SPEAKING

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O.A.R.

O – ORGANIZATION

A – ARTICULATION

R – REFLECTION

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ORGANIZATION

AUDIENCE
TOPIC & CONTENT
OBJECTIVE OR GOAL OF THE PRESENTATION
FORMAT, FLOW & MEDIA

FORMAT- FORMAL PRESENTATION VS. SMALL GROUP MEETING OR OTHER
FLOW- SEQUENCE OF THE PRESENTATION
MEDIA- SLIDES OR NOT, VIDEO, HANDOUTS, ETC.

PRACTICE: THE PRESENTATION SHOULD NOT BE THE FIRST TIME YOU VERBALIZE IT

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ARTICULATION

WORDS % VOICE/TONE % NON-VERBAL’S %
TRY YOUR BEST TO RELAX AND BREATHE BEFORE YOU GET STARTED.
USE STORIES AND ANECDOTES TO MAKE A CONNECTION WITH THE AUDIENCE.
FRAME OR SET-UP THE PRESENTATION.
EYE CONTACT (COUNT NOSES) AND ANSWERING QUESTIONS (MINER’S CAP)
BE MINDFUL OF THE FILLERS. (UM, SO, YOU GUYS, LIKE, ETC.)
ASK QUESTIONS THROUGHOUT TO ENGAGE THE AUDIENCE.

1- ALBERT MEHRABIAN, PROFESSOR EMERITUS OF PSYCHOLOGY, UCLA,

HTTPS://EN.WIKIPEDIA.ORG/WIKI/ALBERT_MEHRABIAN

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REFLECTION

Gives the audience the best chance to absorb the content and apply it through dialogue.

If you use up all your time in ‘Articulation’ you won’t have any left for ‘Reflection’.

Key takeaways or summary

Time for Q&A

Did you accomplish your objective or goal?

Any follow-up required?

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PRESENTATION PLANNING TOOL

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Module 5 Storytelling

Sharing Your Story is Powerful

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Storytelling Makes a STORY

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Storytelling Alters the BRAIN CHEMISTRY

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Create A NARRATIVE

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Story TYPES

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Storytelling KEY ELEMENTS

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Visual Communication Tools

Metaphor: creating a memorable image because one thing/person is another, “Joe is a loose cannon” or “this place is a pig-pen”

Simile: using like or as to describe thing/person, ”It’s like shoveling sand with a fork” or “He’s as angry as a wounded bull”

Analogy: take a comparison and make it relevant on more than one level, “Vince Lombardi said of business…”

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Questions To CONSIDER

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Module 6 Leading Through Change

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Examples of Change

Relationships
Residence
Livelihood

Personal Life Changes

Global pandemic
Friends & Family
Weather
Organizations (Example, ZERO merging with UsTOO)

Community Life Changes

Cancer diagnosis
Health improvements & setbacks
Disability
Financial toxicity

Health Changes

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Natural Movement through the Curve

Focus on Environment

Future

Past

Denial�Shock

Disbelief

Ignore

An attempt to �preserve the past

Commitment

Acceptance

Confidence

Productivity

An attempt to �make the change work

Resistance

Fear

Frustration

Anger

An attempt to �block the change

Exploration

Excitement

Enthusiasm

Experimentation

An attempt to �consider the new possibilities

Focus on Self

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Supporting Others through Change

Notice Their Denial

Identify the reality of the situation:

Describe the “why” behind the change
Discuss the effects (focus on the positives)

Focus Their Commitment

Focus their energy where they can� make a difference:

Enlist them to assist with peers
Review what they have learned
Celebrate

Feel Their Resistance

Recognize their feelings about the change:

Listen to them
Get them to express their feelings
Re-focus them on opportunities

Reframe Their Exploration

View the situation from a different perspective:

Ask for their help
Get them involved

Based on William Bridges “Transition Model”

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