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, [email protected]@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: [email protected]@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?