Chapter 4

Customizing the Communication Skills Workshop

What’s in This Chapter

•  Ideas for creating a communication skills workshop

•  Creative approaches for developing Lunch & Learn seminars

•  Suggestions for designing theme-based workshops

Many organizations find it difficult to have employees away from their day-to-day responsi-bilities for an entire day or two, even if it requires no travel and is for professional and skill development. As a result, you may need to adapt your workshop to the scheduling needs of the organization. Additionally, organizations often prefer to select the content to match the needs of the employees attending the training. Your training needs analysis will help you prioritize and select the content and activities of highest value for your participants. For more on needs analysis, see chapter 5.

The materials in this book are designed to meet a variety of training needs. They cover a range of topics related to communication skills training and can be offered in many timeframes and formats. Although lengthy immersion in a learning environment can enhance and increase the depth of learning experiences, the challenges of the workplace sometimes demand that training be done in small doses.

By using the expertly designed learning content and activities provided here as a foundation, you can modify and adapt the learning experience by customizing the content and activities, the workshop format, and the delivery with technology.

Customizing the Content and Activities

As mentioned in the introduction of this book, your level of expertise with training facilitation and communication skills will determine how much customization you should do with the workshops presented here. If you are new to both training and the topic, you’ll want to follow the workshops as closely as possible. If you are a new trainer but an expert in communication skills, use the outline and materials as designed but feel free to include relevant materials you have developed. And, finally, if you are an expert facilitator, feel free to adapt the agenda and materials as you see fit. Add any new materials you have developed to augment the learning. Or you can simply incorporate the learning activities, assessments, handouts, and tools into your own agenda. As you become more confident with the topic and facilitation, you will be able to introduce more of your own personal style into the workshop. You will also be better able to tailor the workshops to specific organizational needs and business imperatives.

In addition to your level of expertise, your depth of experience with creating and delivering courses in a virtual environment will significantly impact your ability to effectively customize the content. If you are not experienced in virtual training facilitation, it is recommended that you seek the support of an experienced peer or a virtual training producer to support the development and delivery of your workshop.

When customizing for a virtual delivery, several unique factors must be considered:

•  Comfort level with the delivery platform. A successful virtual delivery can be completely derailed if the facilitator or participants are unable to interact as planned. Your level of comfort and experience with the platform and its functionalities must allow you to not only navigate it yourself, but also to ensure that your participants can use it successfully. Any customization should be rehearsed from both a facilitator and participant viewpoint.

•  Content and activity suitability. Virtual deliveries allow for significant flexibility in location and timing, but they also inhibit some of the face-to-face interactions and group cohesiveness that you can achieve in a classroom setting. These interactions tend to encourage participation and a deeper understanding of the content. When customizing this content for a virtual delivery, it is important that you consider the goals of the activity or content and then evaluate if it will have the same impact with the inherent limitations of the modality.

•  Timing. Many of the discussions and other activities that move quite quickly in a classroom setting may take longer in a virtual setting. For example, interactions that require participants to use the chat feature or move in and out of breakout rooms can increase the total time needed for the activity. You will also need to factor in time for screen breaks. Participants in a virtual setting should be encouraged to take a brief break to move around and look away from their screens approximately every 45–60 minutes if possible.

•  Encouraging participation. As you customize content, it is important to add in reminders for participants to interact (every three to five minutes, if possible). Use verbal cues, such as put your thoughts into the chat window, vote on the poll that just popped up, and use the annotation tool to make your mark on the slide.

Here are some ways to introduce new elements into your training workshop:

•  Explore variations in learning activities. Many of the learning activities in this book include ideas for variations. Try out some of these alternatives to see if any resonate with your facilitation style and your participants’ preferences. Table 4-1 provides a list of learning activities and some specific considerations for the virtual format.

•  Use the book’s bonus materials. To help provide variety and enable flexibility in your workshops, we have included several bonus learning activities and assessments. Table 4-2 shows a list of bonus materials that are not used in the half-, one-, or two-day workshop agendas but may can be included to customize the workshop experience.

Table 4-1. Learning Activities

ACTIVITY CONSIDERATIONS

1.   Objective Decision

May be conducted as a poll in the virtual setting.

2.   The Most Difficult Person

This activity has been modified for use in the virtual setting.

3.   Identify the Noise

Depending on the number of participants, this activity may require the use of breakout rooms.

4.   Impression Improv

This activity has been modified for use in the virtual setting. Please note that it requires video capabilities for the facilitator and participants.

5.   Surgical Analysis of Your Story

 

6.   Listening Is More Than Hearing

This activity has been modified for use in the virtual setting. Please note that it requires screen sharing or video and direct messaging capabilities for the facilitator and participants.

7.   Listening Stick (Part 1)

This activity has been modified for use in the virtual setting. Please note that this activity requires the use of breakout rooms, and video capability for participants is recommended.

8.   Listening Stick (Part 2)

This activity has been modified for use in the virtual setting. Please note that this activity requires the use of breakout rooms, and video capability for participants is recommended.

9.   Alpha Beta Exercise

This activity has been modified for use in the virtual setting. Please note that this activity requires use of the direct message chat functions.

10. Personal Case Scenario

This activity is completed by each participant individually and therefore may be assigned as prework or homework.

11. Document Planning Mind Map

You will use the whiteboard or screenshare functions to demonstrate the development of a mind map in this activity.

12. Five Cs

This activity has been modified for use in the virtual setting. The whiteboard and breakout rooms are used for this activity.

13. Clear Communication

This activity requires the use of breakout rooms.

14. Concise Communication

This activity requires the use of breakout rooms.

15. Complete Communication

This activity requires the use of breakout rooms.

16. Correct Communication

This activity requires the use of breakout rooms.

17. Considerate Communication: Circles of Influence

The whiteboard function is used in place of a flipchart for this activity.

18. Identify Your Reader’s Needs

This activity requires the use of breakout rooms.

19. Draft Your Message

This activity requires the use of breakout rooms.

Table 4-2. Bonus Learning Materials

TYPE TOPIC CONSIDERATIONS

Learning Activities

20. Effective Virtual Teams (Part 1)

 

21. Effective Virtual Teams (Part 2)

 

22. 10 Questions About Conflict

This activity may be conducted as a large group or in smaller groups using breakout rooms.

23. Choices

This activity may be suited to a virtual delivery using the chat feature to get participant input.

Learner Assessments

2.   Communication Style Inventory

This assessment may be assigned as pre-, post-, or homework and then used as a discussion topic either in a large group or smaller groups. Divide the groups based on the traits or behaviors you want to address or emphasize.

5.   Interpersonal Skills

This assessment is conducted independently. Results may also be used to guide a discussion around perception and self-awareness.

8.   Nonverbal Communication Self-Assessment

This assessment is conducted independently. Results may also be used to guide a discussion around self-awareness and ability to adjust to the needs of the listener.

9.   Skills Application Reflection

This assessment is conducted independently. Results may be used as a closing discussion to recap the topics that were most useful to participants.

10. Skills Mastery Assessment

This assessment is conducted independently. Results may be used as a closing discussion to recap the topics that were most useful to participants.

Facilitator Assessments

3.   Course Evaluation

This assessment may be conducted by individuals or setup as a series of poll questions.

4.   Facilitator Competencies

This assessment may be conducted by individuals or be set up as a series of poll questions.

6.   Learning Needs Assessment Sheet

This assessment is conducted by the facilitator with stakeholders in advance.

7.   Needs Analysis Discussion Form

This assessment is conducted by the facilitator with stakeholders in advance.

Customizing the Workshop Format

Using the content from the two-day workshop (chapter 1), you can adapt the workshop format to build a series of two-hour workshops, lunchtime seminars, or thematic workshops.

Communication Skills Workshop Series

To address the need to provide shorter training segments, Table 4-3 breaks down the content into a series of eight two-hour workshops. These workshops can be offered on a daily, weekly, biweekly, or monthly basis, depending on the organization’s scheduling needs. Consider using Assessment 9: Skills Application Reflection or Assessment 10: Skills Mastery Assessment to help solidify what content to include in the series. Each of these instruments provides a way to help participants quickly bring what they’ve learned back to the workplace.

Table 4-3. Communication Skills Workshop Series

SESSION WORKSHOP TOPICS

1

•  Communication Process

•  Identify the Noise

•  Communication Pie

•  Impression Improv

2

•  Vocal Tone and Word Emphasis

•  Congruent and Incongruent Communication

•  The Emotional and Rational Brain

•  Strategies for Gaining Emotional Control

3

•  Communication Awareness Model

•  Five Steps to Effective Communication

•  Surgical Analysis of Your Story

•  Personal Case Scenario

4

•  Typical Listening

•  Listening Stick (Part 1)

•  Barriers to Listening

5

•  Principles of Active Listening

•  Listening Stick (Part 2)

6

•  Alpha Beta Communication

•  Model for Effective Business Writing

•  Planning Your Writing Content

7

•  Five Cs of Effective Communication

•  Clear, Concise, Complete, Correct, Considerate

8

•  Circles of Communication Influence

•  Identifying Your Reader’s Needs

•  Drafting Your Message and Designing Your Document

Small Bites—Lunch & Learn Seminars

Sometimes small means big impact. Table 4-4 shows topics that could be delivered effectively in one-hour sessions. The key to doing these bite-sized chunks successfully is to have a clear design with the right amount of content. Trying to cram in too much content can make a seminar seem shallow and rushed. Ask yourself the key question when creating a session of this size: What is one key concept I would like the participants to remember after this workshop?

Table 4-4. Lunch & Learn Seminars

TOPICS FOR ONE-HOUR LUNCHTIME SEMINARS

•  Communication Process

•  Identify the Noise

•  Communication Pie

•  Impression Improv

•  Impact of Body Language

•  Congruent and Incongruent Communication

•  Role of Emotion in Communication

•  Symptoms of Fear or Anger

•  Emotional and Rational Brain

•  Strategies for Gaining Emotional Control

•  Communication Awareness Model

•  Five Steps to Effective Communication

•  Surgical Analysis of Your Story

•  Basic Listening

•  Listening Stick (Part 1)

•  Principles of Active Listening

•  Listening Stick (Part 2)

•  Barriers to Listening

•  Communicating in Writing

•  Alpha Beta Communication

•  Model for Effective Business Writing

•  Planning Your Writing

•  Five Cs of Effective Communication

•  Clear, Concise, Complete, Correct, Considerate

•  Circles of Communication Influence

•  Identifying Your Reader’s Needs

•  Drafting Your Message and Designing Your Document

•  Clear, Concise, Complete, Correct, Considerate

Theme-Based Workshops

Communication is a topic that permeates most other workplace learning topics. Table 4-5 shows five major communication skill themes around which you can create training: leadership, listening, virtual teams, business writing, and cultural considerations. Mix and match the content topics and activities in the second column to create a workshop focused on key aspects of communication skills training.

Table 4-5. Theme-Based Workshops

THEME WORKSHOP TOPICS

Leadership

•  Communication Process

•  Alpha Beta Exercise

•  Identify the Noise

•  Communication Pie

•  Impression Improv

•  Emotional and Rational Brain

•  Strategies for Gaining Emotional Control

•  Choices Activity

Listening Skills

•  Typical Listening

•  Listening Stick (Part 1)

•  Barriers to Listening

•  Principles of Active Listening

•  Listening Stick (Part 2)

•  Impact of Body Language

•  Congruent and Incongruent Communication

•  Emotional and Rational Brain

•  Strategies for Gaining Emotional Control

•  Nonverbal Communication Self-Assessment

Virtual Teams

•  Communication Awareness Model

•  Five Steps to Effective Communication

•  Surgical Analysis of Your Story

•  Personal Case Scenario

•  Effective Virtual Teams (Parts 1 and 2)

•  Interpersonal Skills Assessment

Business Writing

•  Communicating in Writing

•  Alpha Beta Communication

•  Five Cs of Effective Communication

•  Clear, Concise, Complete, Correct, Considerate

•  Model for Effective Business Writing

•  Planning Your Writing

•  Identifying Your Reader’s Needs

•  Drafting Your Message and Designing Your Document

Cultural Considerations

•  Circles of Influence

•  Barriers to Listening

•  Impact of Body Language

•  Congruent and Incongruent Communication

•  10 Questions About Conflict

Pay Attention to Copyright

Copyright law is a sticky, complex area that is beyond the scope of this book to address in detail. For legal advice, consult your legal department.

However, it’s very important to note a few things about copyright, fair use, and intellectual property:

•  Just because you found an image, article, music, or video online doesn’t mean that you can use it in training without permission. Make sure you obtain permission from the copyright owner before you use it (sometimes the copyright owner is not obvious and you will need to do some research).

•  Fair use is pretty limited. Although most fair use allows an educational exception, that does not include corporate or organizational training. Other exceptions relate to how much material relative to the original was used, the nature of the original work (creative work generally has more protection), and the effect on the market for the original (Swindling and Partridge 2008). Once again, your best bet is to get written permission.

•  Just because something doesn’t have a copyright notice on it doesn’t mean that it isn’t copyright protected. All original material is protected under copyright law as soon as it is published or created.

Don’t despair. Plenty of online sources of images, videos, text, and so forth exist that you can use for free or for a minimal fee. Just search on the terms “copyright free” or “open source.” Another place to look is Wikimedia Commons, which has millions of freely usable media files. For more information about how copyright law affects your use of materials in this volume, please see Chapter 13 on how to use the online materials and downloads.

The Bare Minimum

With any of these customization options, always keep in mind the essentials of training design (chapter 6) and delivery (chapter 7). At a bare minimum, remember to:

•  Prepare, prepare, prepare. Set up the platform (such as polls and breakout rooms), the handouts, and the equipment. Make sure to familiarize yourself with the platform, content, materials, timing, and equipment. Practice can only make you a better facilitator. The more comfortable you feel, the more open and relaxed you will be for your participants.

•  Start well. The beginning of a session is a crucial time in the workshop dynamic. How the participants respond to you, the facilitator, can set the mood for the rest of the workshop. Log in to the platform and open the room at least 30 minutes before the session starts. Make sure to address any problems before the participants arrive so you can be available to welcome them. Ask simple questions while they are settling in to start building rapport. After introducing yourself, provide an activity in which participants can meet one another and get comfortable with the platform’s features. Remind participants to mute themselves when not speaking so everyone can hear clearly.

•  Don’t lecture too long! Adult learners like to have fun and participate in interactive learning opportunities. Be sure to vary the learning and teaching method regularly to keep the pace active and engaging during an online class (industry best practices recommend changing topic or activity every eight to 10 minutes). Use the interactivity features (such as checkmarks, chat, whiteboard, and emojis) often to ensure participants stay engaged.

•  End strong. Providing time for participants to reflect and create an action plan at the end of a module or session will help solidify learning. Don’t skip this opportunity to encourage them to take action on something they have learned. Use the action plan worksheet (Handouts 13 and 27) so they can write down their goals. Or consider using the instruments on skills application and skills mastery (Assessments 9 and 10, respectively).

What to Do Next

•  When customizing a workshop, it is important to have a clear understanding of the learning objectives. Conduct a needs analysis to identify the gap between what the organization needs and what the employees are able to do, and then determine how best to bridge that gap. At a minimum, you should identify who wants the training, how the results will be defined, why the training is being requested now, and what the budget is. Chapter 5 provides more guidance on identifying training needs.

•  Modify or add your own content to an existing agenda from the first three chapters or create your own agenda using the learning support documents included in this book. There is no one best way to flow communications skills content, but you must ensure that the topics build on one another and that you solidly connect the concepts and ideas to get the most out of the learning opportunity.

•  Incorporate interactive practice activities into the workshop.

•  Compile and review any learning activities, handouts, and slides you will use for the session.

•  Build a detailed plan for preparing for the session, including scheduling, creating breakout rooms, sending invitations, generating teaching notes, and planning out your timeline.

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