Maintain the Presentation Tips

  1. Ask questions every  5-10 minutes!
    1. Call on one person by name.
    2. Don’t ask the group in general
    3. When you start with one person for a question, stay with that person.  Give them feedback. 
    4. If the person you are questioning can’t answer, have them ask a classmate, not you. Make it a game!
    5. Be clear when you want everyone to follow along or participate in answering questions.

 

  1. It is easy to confuse learners with “nice to know versus need to know”.
    fullsizeoutput_1aab
    TTT Session with Leading Bankers on PRISM Philosophy
    1. There is a lot of information, but lecturing on every nice to know won’t help anyone remember it.   
    2. Participants have the capacity to store everything they experience (see, read or hear).  The real issue is whether they can access the information when they need it (recall).
    3. Stick to the key points.
  2. If “nice to know” comes up, or a topic not yet covered, add it to the flip chart. Cover it at the end, or when you are on that topic.
  3. Answer questions only on topics already covered or on key points.
  4. Translate what you are presenting to its value in a daily job. Be the learner and present “What do I have to know to get it done?” Provide context and realistic examples.
  5. Make sure the entire class is following along by walking around
    1. Slow down. Check that everyone is in the right place.
    2. If someone is not, have a teammate help them
    3. Be attentive to facial expressions. If you see looks of confusion: 
      1. Ask everyone to come up with a question to ask about the subject.
      2. Have someone else answer it. If no one knows, you answer.
      3. Have someone else do a teach-back. If they don’t think they can, have them ask a question.
      4. If you see inattentiveness and yawning:
  1. Have everyone stand up and stretch.
  2. Do one of the review activities
  3. Have participants write in a notebook. Say “Write this down” when you want them to remember a best practice.  Writing helps recall.

Creating emotion helps memory. Use stories. Set up real simulations.

Repetition is the key to learning.  Let participant’s do the task many different ways

Advertisements

Prepare to Lead a Change

Enter the fundamental state of leadership by engaging in eight practices : reflective action, authentic engagement, appreciative inquiry, grounded vision, adaptive confidence, detached interdependence, responsible freedom, and tough love

Leadership development is a two-step process. First, people must change themselves by choosing to enter the fundamental state of leadership, and second, they help others change by helping them enter the fundamental state of leadership. People do not have to hold a position at the top of an organization to lead change. Likewise, not all people at the top of an organization are—ever—in a fundamental state of leadership. Many executives are called leaders because of the position they hold, which is not the same as leading. The concept of the fundamental state of leadership redefines what leadership means. Leadership is not synonymous with authority, and it is not a set of learnable skills. It is a state—a way of being. With this redefinition of leadership comes a corresponding redefinition of how leadership should be developed.

There is no way to teach leadership except by being what one wants to be in order to inspire others. In the fundamental state of leadership, people become natural “attractors.” With those they attract, they develop a social movement that subsequently develops into a critical mass of people who see things in a new way and who are willing to join together to produce innovative initiatives. This critical mass becomes a productive community that continuously strives to adapt to reality as it emerges, so that together they build a bridge as they walk on it.