hubduntra.info

Have you noticed how some people manage to make presentations which leave you feeling extremely impressed? You may not know if it’s been the content or the style; but if they were selling, you’d certainly be buying! So what’s their secret?

These presenters know people buy as much on feelings as on facts, so they deliberately design and deliver their presentation to generate particular emotional states in their audience. They:

a) Know what state their audience will be in at the start

b) Decide what state they want them to be in at the end

c) Work out the stepping stone states they need to take them through

d) Lead them through these states in their presentation

By knowing in advance the sequence of these states they’re able to apply the right actions that keep their audience emotionally and mentally engaged with them. Let’s take an example of how you can do this.

Imagine you’re presenting your company’s new service to a group of business people.

a) Define their current state – e.g. Indifferent.

b) Define the desired state – e.g.  Engaged

c) Define the intermediate states – e.g. Skeptical: Curious: Interested

d) Link these states in sequence – e.g. Indifferent – Skeptical – Curious – Interested – Engaged

e) Decide what evidence you need to indicate they are in the state you intend them to be in. e.g. What do you want to hear them say or do?

f) Select an action to move them from one state to the next – e.g. Indifferent – Skeptical:

Talk about a company that has used your new service. (Likely reaction – “Just because it’s worked for them doesn’t mean it’ll work for us.”

Skeptical – Curious:

Pick a specific business issue they are grappling with and show how your service can benefit them. (Likely reaction – “We can see the merits, but can it really work for us?”

Curious – Interested:

Take another of their issues and go into detail about value/cost, modus operandi etc. (Likely reaction – “Yes, we can see the potential and exactly how it could work.”)

Interested – Engaged:

Move into your call for action, whatever that may be.

The actions to lead them through the sequence of states are key. For example, you may conclude that one-to-one meetings might work better at the start, and having a well prepared case-study is essential.

Interestingly as you plan it out you may even realize that a presentation isn’t going to be the best way to get the result you want. And avoiding wasting other people’s time in presentations is a particular value of knowing this secret!

Thank you to all of our professional educators who dedicate themselves to our children! We know how difficult it can be working with ADHD children, so here are your teacher tips for the week, brought to you by the ADHD Information Library and ADDinSchool.com. This is a sampling of over 500 classroom interventions for your use at http://www.ADDinSchool.com.
Here are some tips on presenting your lesson ADHD students. Remember, the best interventions are the ones that will help all of your students be more successful, not just the ADHD students.
Try to provide an outline with the key concepts or vocabulary prior to lesson presentation. The students can follow along and see the main concepts and terms as you present the lesson.
ADHD kids are easily bored, even by you. Try to increase the pace of lesson presentation. Resist the temptation to get sidetracked. Get excited about your lesson! And communicate your excitement to your students!
Include a variety of learning activities during each lesson. Use multi-sensory presentations, but screen audio?visual aids to be sure that distractions are kept to a minimum. For example, be sure interesting pictures and or sounds relate directly to the material to be learned. Many teachers are now using PowerPoint presentations or Astound presentations for their students with great effect.
Provide self-correcting materials for immediate feedback to the ADD ADHD student.
Use computer assisted instruction, both in terms of the student at a computer, and also in terms of presenting information via PowerPoint presentations.
Use cooperative learning activities, particularly those that assign each teen in a group a specific role or piece of information that must be shared with the group. Pair students to check work. Provide peer tutoring to help ADD ADHD student’s review concepts.
Let ADD ADHD students share recently learned concepts with struggling peers. Use peer tutoring whenever possible. Older students to help your attention deficit students, and perhaps allowing him to tutor a younger student.
The more exciting a subject is to an ADD ADHD students, the better he will learn.
Hopefully these will help the ADHD students in your classroom to be more successful. You can learn more about Attention Deficit Hyperactivity disorder at the ADHD Information Library.

One of the significant differences between our most effective leaders, and the rest – of – the – pack, is, often, based on, not merely whether they have quality objectives, but, whether they have the aptitude, positive, can – do, attitude, and skill – set, to achieve them, in the best possible manner. In order to do so, they must not, merely claim, to be, negotiators, but, rather, must, also, get those necessities, achieved, and DONE! With that in mind, this article will attempt to briefly examine, consider, and discuss, using the mnemonic approach, some of what this means, requires, and represents.

1. Delve deeply; deliver; decide: How show one’s negotiating skills, and focus, decide, how to proceed, what to seek, and how to pursue the necessary priorities, and objectives? To do so, it is essential to go, beyond, the surface, and delve deeply into many aspects of the past/ heritage/ history/ mission, present obstacles, constituents’ perceptions, and the best way, to proceed, into the future, in a relevant, sustainable manner! Too many pseudo – leaders, talk – the – talk, but fail to, walk – the – walk, and, unless/ until, an individual leader develops the negotiating skills and abilities, to effectively, consistently, deliver on his promises, he won’t make the necessary, positive difference, for the future!

2. Open – mind; options; objectives; opportunities: If you want to negotiate effectively, you must proceed, with an open – mind, and get to understand, your options and alternatives, and, thus, to achieve your objectives! Often, the most effective negotiations, are based, on whether one, is prepared to recognize opportunities, and take advantage of them, in a win – win, manner!

3. Needs: Before entering into any negotiations, it’s important, and essential, to clearly understand, the true needs, of the specific group, you represent and serve! This permits someone, to effectively prioritize, and differentiate between, mere, wishes, and actual priorities, and musts!

4. Empathy; emphasis; excellence; enrich: Be careful to be prepared, before beginning this process! Listen effectively, and learn from every conversation, and experience, in order to proceed, with the utmost degree of genuine empathy, both for your group’s best interests, but also, better understanding, what your negotiating adversary seeks! This will direct you, to place your emphasis, where it’s best – directed, and provide the quality, and excellence, which will enhance your organization. Shouldn’t the goal and priority of any negotiations, be, to enrich your group and stakeholders?

Don’t merely negotiate, but focus on getting your objectives achieved, and DONE! Are you the best person, for this responsibility?