How to Effectively Manage Your Body Language (Repaired)

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    HOW TO EFFECTIVELYMANAGE YOUR BODY

    LANGUAGE !!

    Because Words are sometimes not enough

    PRIMARY FACILITATOR - ADITI SINGH

    SECONDARY FACILITATORS- BHARTI WADHWANI

    PRERNA ARORA

    FACULTY MENTOR - DR. VINIT SINGH CHAUHAN, ASSISTANT PROFESSOR

    AREA CHAIRPERSON (OB & HRM)

    INSTITUTE OF MANAGEMENT TECHNOLOGY, NAGPUR

    11/22/2014

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    INTRODUCTION

    The body language trainingsets out to develop the participants skills in understanding their own body

    anguage as well as being able to read the body language of others. If we can learn to identify and appreciate

    non-verbal clues, we can begin to improve our communication as a whole. This use of body language skills could

    mpact situations such as; sales visits, interviews, presentations and normal day to day interactions where body

    anguage plays a part. At the end of this training program, the Participant will:

    Be the person the centre of attention and a people magnet,

    Be the master of negotiation and persuasion,

    Become a live lie detector,

    Have better relationshipspersonal and professional.

    OBJECTIVES OF THE PROGRAM

    The Program aims to provide MANAGERIAL LERANING to the students on the following

    questions:

    1. Do you wish there was an accurate way to know if someone is telling thetruth?

    2.

    Do you wish to manage your micro expressions as well as spot others emotions?

    3. Would you like to know whether someone likesyou or not, even before they say a word?

    4.

    Do you want to know anyone's thoughts and feelingsby reading their body language?

    5. Do you want to subconsciously influenceanyone... without even saying a single word?

    (OR)

    Do you aspire to enhance your self confidencein such a way that you are able to connect with strangerswhile

    making a dazzling first impression and are able to getpeople to cooperatewith you in slightest of time?

    ANDROGOGY

    The Management development will be facilitated through experiential learning sessions supported by

    Management Games, Exercises and Case Studies.

    FOR WHOM

    STUDENT MANAGERS who will be entering the corporate world aftermath the completion of their

    management courses where they will be engaged in managerial and related activities in different functional areas.

    They will be entering into a new phase of their personal lives away from the protected environment of their

    management schools, so this training program will enhance their interpersonal skills to a large extent.

    COMPETENCIES ADDRESSED

    Development of the following competencies:

    1. Effective communication skills,

    2. Interpersonal skills,

    3. People Management Skills,

    4. Negotiation and persuasion Skills; and

    5. Improved public Speaking.

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    LEARNING POINTS DURATION TEACHING

    METHODOLOGY

    SUGGESTIONS

    1. To start the ice breaker, divide the

    class into four large groups.

    2.

    The individual members of the fourgroups are asked to stand in a row at one

    end of the Hall or the field. The group

    members are allotted a certain time (say 5

    minutes) to decide the body gestures via

    which they will communicate.

    3. A bucket is placed next to each

    group near the starting line, and another is

    placed next to the finish line which is at the

    other end of the hall or at a certain distance

    in the field.

    4.

    A piece of cloth is tied on the eyesof each member of the group barring the

    one who is standing in the last in each

    group.The person standing in the start ofthe line is given a ball which he/she has to

    place in the bucket that is in the finish line.

    5. As the game begins the last member

    in the line will have to direct the entire

    group NON-VERBALLY under theguidance of the trainer (so as to avoid any

    collision or injury) to the finish point, so

    that the person standing at the first position

    in the line puts the ball in the bucket whichis at the finish line.

    6. As the group is able to put the ball

    into the other bucket, the person who is in

    the start of the line removes his eye piece

    goes to the end of the line while making

    sure rest of the group members are wearingthe eye pieces back again (including the

    member who is earlier in the end of the

    line).

    7. The member who is now at the start

    picks the ball from the bucket which NOWbecomes the bucket at the start line and

    performs the same activity for the bucket

    which is NOW at the finish line (which

    earlier was the start line).

    8. The team which is able to bucket theball 10 times the first is the WINNER and

    gets a REWARD.

    80 MINUTES

    ( Game)

    +

    5 MINUTES(Set up time,

    explaining the

    game)

    +

    5 MINTUTES

    (Time allotted to

    teams for

    discussion)

    +

    10 MINUTES

    ( For the

    follow-up

    discussion)

    CLASS ACTIVITY

    and

    THE FOLLOW-UPCLASS

    DISCUSSION

    1. The communication

    amongst the members of the

    team ought to happen through

    NONVERBALCOMMUNICATION. E.g. the

    members can pat on EACH

    OTHERS LEFT ARM to

    direct the group towards left

    and likewise for the right. They

    can PULL the member who is

    standing in front of them

    towards themselves so as to

    stop the group. They can PUSH

    he members in front of them to

    bring the entire line in motion.

    2.

    The groups should makesure that the nonverbal

    message is being

    communicated within the group(from the end of the line to the

    start of the line) so as to ensure

    the groups success.

    3. The aim of the game is

    to make the students aligned toeach others body language and

    vibes. And make them

    comfortable towards each

    others bodys NONVERBALCUES.

    4. MATERIALS

    REQUIRED:

    a. 8 buckets

    b. 4 ballsc. 35 pieces of cloth.

    d. 8 gifts hamper

    (chocolates in this scenario).

    5. For the FOLLOWUP

    DISCUSSION, ensure that thegroups :

    a. Discuss the challenges

    they faced while trying to

    communicate nonverbally.

    b. Discuss the importance

    of nonverbal communication inthe development of other soft

    skills.

    c. Discuss the overall

    experience about the activity.

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    SESSION 2

    Body Language Shapes Who You Are.......DURATION90 MINUTES

    AN INTRODUCTION TO NON-VERBAL COMMUNICATION

    LEARNING OBJECTIVES:

    By the end of the session, participants will gain an insight on the following questions:1. Why is body language important?

    2. What do you mean by Body language or non-verbal communication?

    3. What are different types of emotions (both primary and secondary)?

    4. What are the different types of micro-expressions or body language cues?

    5. How much do you know about Body language?

    LEARNING POINTS DURATION TEACHING

    METHODOLOGY

    SUGGESTIONS

    1. Why is body

    language important?

    15 minutes

    ( 5 minutes each)

    Videos + PPT

    + Class Discussion

    1. Highlight various examples present

    amongst the humans and primates which showthe essentiality of body language for

    communication.

    2. What do you mean

    by Body language or non-

    verbal communication?

    15 minutes PPT 1. Explain the history of the study of body

    language and how it evolved.

    2. Provide varied set of definitions given by

    Social scientists on Body language or Non-verbal

    communication.

    3. What are the

    different types of emotions?

    20 minutes PPT + video on various

    types of emotions

    (Sadness, Anger, fear,

    Hatred, Disgust, surprise

    etc.)

    Explain the universal micro- expressions

    (primary emotions) and the secondary emotions

    of the people across the world.

    4. What are the

    different types of micro-

    expressions or body

    language cues?

    20 minutes PPT + video Explain various types of nonverbal behaviour:

    Proxemics, Haptics, Chronemics, Kinesics,

    Artifacts, Vocalics or Paralanguage,

    Environment etc.)

    5. How much do you

    know about Body language?

    20 minutes Individual Quiz (SAMPLES ATTACHED IN THEDOCUMENT)

    HANDOUTS: (FOR SESSION 2)

    The handouts for this session follow the facilitators notes and instructions. Handouts 1-3 should bedistributed during the session the 5thactivity of the session:

    1. Exercise Worksheet: Critique (refer to the content folder)

    SESSION 3

    I Know What I Said....But THIS IS WHAT I MEANT!!DURATION90 MINUTES

    LEARNING OBJECTIVES:

    1. What are the Different functions of Nonverbal Communication?

    2.

    How your ethnicity, religion, society, family environment or friend circle affects your body language?

    3. What are some examples of body language specific to Men? To Women?

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    4. What kind of body language do you usually use at Office? Home?

    LEARNING POINTS DURATION TEACHING METHODOLOGY SUGGESTIONS

    What are the Different

    functions of Nonverbal

    Communication?

    30 minutes PPT (15 minutes)

    +VIDEO ( 5 minutes)

    + CLASS ACTIVITY

    ( Mirroring)- 10 minutes

    1. Discuss various Non-verbal functions like

    Mirroring, Repeating, Substituting,

    Complementing, Accenting, Regulating,

    Contradicting, Deceiving etc.

    2.

    Show a video on different kinds of

    functions of Non verbal communication, to

    emphasize your point.

    3. The activity chart for (MIRRORING)attached in the document.

    How your ethnicity,

    religion, society, family

    environment or friend

    circle affects your body

    language?

    35 minutes PPT (10 minutes)

    + EXERCISE 3 ( 5 minutes)

    10 minutes

    + VIDEO ( 10 MINUTES)

    + CLASS ACTIVITY(Hand Gestures)

    1. Make participants understand the Body

    Language nuances from Head to Toes in

    context to various cultures.

    2. Show a video on body language gets

    affected by different cultures across the globe.1. The activity chart for (Hand

    gestures) attached in the document.2. The activity chart for exercise 3 is

    attached in the document.

    What are some

    examples of body

    language specific to

    Men? To Women?

    15 minutes PPT (10 minutes)

    + VIDEO (5 minutes)

    1. Explain to the participants the various

    body language traits particular to men and

    women per say.

    2. Show a video on the same to emphasise

    your point

    What kind of body

    language do you usually

    use at Office? Home?

    10 minutes PPT (7 minutes)

    + VIDEO ( 3 minutes)

    1. Explain to the participants the traits of

    body language in context of offices and homes.

    2. An extended version of it will be explained

    in the 3rd

    day of the session. This is simply an

    introduction to that training session.

    HANDOUTS: (To be distri buted during the course of the train ing as per the schedule)

    BODY LANGUAGE EXERCISES: (These exercises are designed to help students tune in to the subtleties of body language and

    what they might mean about interpersonal behaviour).

    EXERCISE 1: Hand Gestures

    EXERCISE 2: Mirroring

    EXERCISE 3: CULTURAL AWARENESS QUIZ: What Are You Saying?

    SESSION 4

    A NOT SO NORMAL SITUATIONDURATION90 MINUTES

    LEARNING OBJECTIVES:

    1. To make the student managers comfortable with the learnings of the days teaching, and utilise it on their

    friends.

    2. The game aims to end the session in an interactive manner so as to lighten the load of the students after astrenuous days activities. Since the entire day mostly had lecture based session, the workshop will help them

    distress.

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    LEARNING POINTS DURATION TEACHING

    METHODOLOG

    Y

    SUGGESTIONS

    Bring a list of Sticky situations in a bowl. Ask a student to

    come randomly and pick up a chit. In whatever situation the

    character of the student finds him / her, him/ she has to act it out.

    The student can spend 2 minutes recreating and acting out the

    whole scenario with as much creativity as they can.

    Have the other students identify what gestures thesecharacter demonstrated. This activity will help students get to

    know their characters better and understand the nuances of body

    language in a better manner.

    The activity is performed till all the participants have

    acted out.

    90 minutes Class Activity

    (GROUP,

    INDIVIDUAL,

    PAIRED)

    MATIERIALS

    REQUIRED:

    1. 35 chits

    2. 1 pen

    NOTE:The activityalso helps in

    improving the

    confidence of the

    students as well as

    their creative skills.

    HANDOUT:

    The following tasks can be allotted to the students which they can act out. (Refer to the content folder)

    SESSION PLAN FOR DAY 2

    SESSION PARTICULARS SPEAKER/ OR FACULTY

    INCORPORATED

    DURATION

    1 WORKSHOP

    Who is the BLUFF MASTER????

    - Training On spotting deception.

    GROUP ACTIVITY

    VIDEO(How to spot a lie? )

    SPECIAL MODULE

    90 MINUTES

    TEA BREAK 15 MINUTES

    2 INTERACTIVE LECTURE

    How Body Language Can Help--or H urt--How

    You Lead

    PPT and DISCUSSIONS

    VIDEO SCREENING (The Silent

    Language of Leaders.)

    PERSONAL EXPERIENCESSESSION

    90 MINUTES

    LUNCH BREAK 60 MINUTES

    3 WORKSHOP

    JUST THE WAY YOU L IKE

    Getting to YES - Body Language and art of

    Persuasion..

    ROLE PLAY (team based activi ty) 90 MINUTES

    TEA BREAK 15 MINUTES

    4 INTERACTIVE LECTURE -

    What every BODY is saying??- Understanding Non-verbal cues of yourself

    and others

    PPT and DISCUSSIONS

    ACTIVITY - VIDEO ANALYSIS(How Sociologists understand

    behaviour thr ough Non-verbal

    communication?)

    90 MINUTES

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    SESSION 1

    Who is the Bluff Master DURATION90MINUTES

    .......TRAIN ING ON SPOTTING DECEPTION

    LEARNING OBJECTIVES:

    1. The training in spotting deception will help the candidate gain a lasting advantage in business and

    dramatically improve their personal relationships by learning to decode the body language, facial expressions,

    words and actions of everyone they encounter.

    2. Aftermath of this session, the participants will be able to differentiate between those to trust and distrust.

    3. Likewise, they will be able to surround themselves with trusted colleagues, build solid trust in their

    organization and watch the transformation begin.

    LEARNING POINTS DURATION TEACHING

    METHODOLOGY

    SUGGESTIONS

    How To Prepare:

    a. Make the group sit in a circle.

    b. Deal all the cards to the players one by one.c. If some players get one extra card, then it is not a problem.

    d. There should be enough space in the centre of the table where

    the cards can be discarded in a pile.

    How To Play:

    a. The person with the Ace of Hearts in hand starts the game.

    b.

    The object of the game is to get rid of all your cards asquickly as possible and you must be good at bluffing for this.

    c. Suppose you have only one ace but you want to take risk and

    get rid of two cards at once. Keep one ace and one any other card

    face down on the table and say Two Aces. If any player thinks that

    you are bluffing, he/she may challenge you and ask you to show thecards. If you have really bluffed, you will have to pick up all the

    cards in the discard pile and add it to their pack. Otherwise, they all

    go to other persons pack.

    d. Next player may or may not have the aces. They may want to

    get rid of their aces (or just bluff their way through by saying thatthey are getting rid of their ace and take a risk of being challenged by

    playing another card) or may just say Pass, declaring that they

    dont have an Ace.e. One may also bluff on number of cards, though it has greater

    risks of being challenged. This is that you may say that you are

    playing Two Kings though you may actually add three cards to thepile of which two are kings and third one is another card from your

    pack. If no one catches you, even if you are challenged, you may

    show your two kings and let the challenger pick up the whole pile of

    cards for their pack.

    f. After everybody is done with aces, you may continue with

    kings, queens, jacks, tens and so on.g. The first person to get rid of all their cards is called the Bluff

    Master and is the winner of the game!

    90 Minutes

    APPROX

    ( 15 minutes

    for every

    group (every

    group plays 3

    sets of game)

    + 10 minutesdiscussion on

    the

    analysis+10

    minutes for

    the video+5-7 minutes

    preparation

    time for the

    game

    CLASS ACTIVITY

    + BEHAVIOURALANALYSIS IN A

    SIMULTED

    ENVIRONMENT+

    VIDEO ON the

    body language of a

    professional con-

    man.

    Divide the class

    in a group of 4(assuming it is

    a 30 student

    class).

    Make sure that

    while one

    group isplaying the rest

    of the students

    are standing

    around the

    groupanalysing their

    body language

    through 3 set of

    games.

    MATERIALS

    REQUIRED:

    A standard deck

    of 52 cards. You

    may use two ormore decks for

    larger groups.

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    SESSION 2

    How Body Language Can Help--or Hurt--How You LeadDURATION - 90 MINUTES

    LEARNING OBJECTIVES:

    At the end of this session,

    1.

    The participant will learn to enhance their personal body language vocabulary by developing a more

    confident posture even when they are feeling nervous or uncertain.

    2.

    They will be educated in using body language to build rapport by understanding the difference betweenaggressive and assertive body language, the ways to develop positive relationships through use of body language

    and the methodology to control any negative hidden messages through body language.

    3. They will be able to understand signal clusters from others and how they can be interpreted it in a better

    manner.

    LEARNING POINTS DURATION TEACHING METHODOLOGY

    Importance of Body Language Awareness

    and the positive and negative impact ofbody language signals on others or on

    oneself.

    20 minutes PPT (10 minutes) andPOSITIVE AND NEGATIVE BODY LANGUAGE CUES

    [ quiz5 minutes + PERSONAL EXPERIENCES SESSION-5

    minutes ]

    How to develop a confident posture and

    become centre of attention by building

    rapport with others.

    30 Minutes PPT (10 Minutes)

    POSITIVE BODY LANGUAGE EXERCISES/ACTIVITIES

    (10 Minutes)

    VIDEO SCREENING

    (The Silent Language of Leaders.)(10 Minutes)

    Ways to control Negative body language

    cues and showcase positive language cuesthrough gestures, hand movement and other

    forms of non-verbal communication.

    25 Minutes PPT (10 Minutes),

    ACTIVITIES/EXERCISES TO REDUCE NEGATIVE BODYLANGUAGE CUES AND ENHANCE POSITIVE BODY

    LANGUAGE CUES (10 Minutes),

    VIDEO SCREENING (5 Minutes)

    Ways to interpret the emotions of

    concerned others and to influence controlover others

    15 Minutes PPT (5 Minutes),

    ACTIVITIES/EXERCISES TO IMPROVE BODY CUESTHAT SHOWCASE LEADERSHIP (5 Minutes),

    VIDEO SCREENING (5 Minutes)

    SESSION 3

    Just the way you like

    Getting to YES - Body Language and art of Persuasion.DURATION90 MINUTES

    LEARNING OBJECTIVES:

    In the end of this course, the participants will gain insight into:

    1. How to read body language to find out what your negotiation counterpart is reallythinking.

    2. How men and women can bridge the gender gapby understanding body language differences.

    3. How to persuade others via your body language and make them heed to you.

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    LEARNING POINTS DURATION TEACHING

    METHODOLOGY

    SUGGESTIONS

    1. The students will be

    divided into a set of 4 groups and

    4 case scenarios will be provided

    to them which they are supposed

    to analyse and enact.

    2. This role playing game

    aims in making the participants

    understand the importance of

    body language while carrying out

    negotiations and persuading

    others to follow their heed.3. The game of role play will

    be followed by case study

    analysis in which few cases will

    be offered to the students to

    comprehend the skill set required

    in negotiations, and how it variesowing to the factors like culture,

    country, individual thinking

    process etc.

    90 Minutes

    (5*4 groups=20

    minutes in total

    for all the groups

    as preparation

    time and for the

    analysis of the

    role play)

    ROLE PLAY (60 Minutes),

    CLASS DISCUSSION ON

    THE ROLE PLAY (10

    minutes) and

    CASE STUDY ANALYSIS

    (15 Minutes = 10 minutes

    reading time+ 5 minutes

    discussion).

    The case study will be

    followed up by a video onbody language of a leader.

    (6 minutes)

    Provide the teams with multitudes

    of scenario that covers varies facets

    of personal and professional life so

    as to give a holistic view of

    negotiation and persuasion to the

    participants: in a team, with the

    boss, in personal life, and with the

    client.)

    HANDOUTS: (Kindly refer to the contents document)

    1. ROLE PLAYS

    a. LOST IN TRANSLATION

    b. THE ROOMATE DISASTER

    c. THE MONDAY MORNING BLUES AND THE MEETINGd.

    CAN I HAVE A HOLIDAY, BOSS?

    2.CASE STUDI ES

    a.NONVERBAL COMMUNICATION: A TOUCHY-FEELY TOPIC

    b.

    WHO IS THE REAL KING?

    SESSION 4

    What every BODY is saying??

    Understanding Non-verbal cues of yourself and othersDURATION 90

    MINUTES

    LEARNING OBJECTIVES:

    The session aims to fulfil following objectives:

    . To direct students such that they grasp the technical knowledge of analysing body language like a

    professional sociologist. Since the students have already learnt the basics, this session assumes that the

    students will be able to understand the meanings behind the gestures, hand movements and other non-verbal

    cues. The session aims to connect the knowledge of the previous sessions, so that they get a holistic view of

    non-verbal language.

    . To learn that how men and women can bridge the gender gapby understanding body language differences.

    . To understand the non-verbal cues of various cultures, and how to cross the problems that arise due to cultural

    gap.

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    3 INTERACTIVE LECTUREThe Nonverbal

    Advantage: M aster the science Body Language at

    Work..

    PPT and DISCUSSIONS

    PRACTICAL

    INDIVIDUAL ACTIVITY

    90 MINUTES

    TEA BREAK 15 MINUTES

    4 PSYCHOLOGICAL CONTRACT - My Promise

    With Myself....

    FEEDBACK - Your opinions MATTER to us !!!

    INDIVIDUAL ACTIVITY

    CONCLUSION

    FEEDBACK SESSION

    90 MINUTES

    DAY 3: SESSION 1DURATION90 MINUTES

    FOR YOUR EYES ONLY

    LEARNING OBJECTIVES:

    1. Fun activity that aims to impart knowledge of observing for body language cues in people.

    2.

    It is a continuous exercise that will enable them to enjoy and learn to observe at the same time.

    LEARNING POINTS DURATION TEACHING

    METHODOLOGY

    SUGGESTIONS

    Ask the students to assemble ina hall in a circle. Select a group

    of 6 students amongst them and

    ask them to leave the hall for

    duration of 5 minutes.

    Then assign the role of a leader

    to the one of the students who

    is present in the class.

    Ask the other students to follow

    the lead of the leader and copy

    his/hers every action.

    Ask the rest 6 students to

    come inside the class.

    As soon as the activity

    begins, the students who are

    standing in the circle start

    copying the actions of the

    leader, while the rest 6 of themstand inside the circle with an

    aim to find the leader amongst

    the students.

    If they succeed within 20

    minutes, they win a gift

    hamper; or else they fail and

    next 6 students are selected to

    play the role of the finders.

    90 Minutes Class activity The class activity involves to

    active participation of the

    entire class.

    During the activity the

    communication amongst the

    participants apart from the

    selected 6 students will happennon-verbally.

    After every regular interval of

    time, the group keeps on

    changing its leader (with an

    action pre-decided by the

    group while the 6 of the

    students were out of the

    hall).The leader aims at the

    next participant who becomes

    the leader and the group with

    that action and then the group

    follows the suit of the next

    leader. Meanwhile the 6 of the

    participants who are standing

    within the circle are supposed

    to find the leader of the circle.

    MATERIALS REQUIRED:

    1. Gift hamper (preferably

    chocolates)2. A hall for the

    participants to assemble and

    perform the activity.

    3.

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    DAY 3: SESSION 2DURATION90 MINUTES

    HOW TO HAVE A FULF IL LI NG PERSONAL LIFE?

    LEARNING OBJECTIVES:

    1.

    The session in the culmination of the training program, whilst it teaches the participants to use the know-howhey have grasped in this 3 day program to make their personal life more rejuvenating, fulfilling and exciting.

    2.

    This session will help the students to learn tips to understand the emotions of concerned others, to attract

    people towards them including the one of opposite gender and even friends.

    3.

    An activity titled wireless communication is performed to enhance the non-verbal communication skills

    between friends.

    LEARNING POINTS DURATION TEACHING

    METHODOLOGY

    SUGGESTIONS

    How to attract people and make

    friends?

    20 Minutes PPT and

    DISCUSSION

    Play a video and have an

    interactive session on how toapproach people and attract

    them towards you via the act

    of mirroring. How to approach

    a person of opposite is also

    taught in this learning module.

    How to understand the body

    language of concerned others.

    20 Minutes PPT and

    DISCUSSION

    This session will inform in

    detail on how to understand

    who is attracted towards you,

    or dislikes you. How to

    convert enemies into friends is

    also taught in this session

    through this module.

    Wireless communication 50 minutes Class activity Gift the winner a hamper so as

    to inculcate positive behaviour

    in participants and to ensure

    that the participants have a

    strong motive to give their best

    shot in this game.

    SESSION 3DURATION90

    MINUTES

    THE NONVERBAL ADVANTAGE: MASTER THE SCIENCE BODY LANGUAGE AT WORK..

    LEARNING OBJECTIVES:

    1. The session in the culmination of the training program, whilst it teaches the participants to use the know-

    how they have grasped in this 3 day program to make their professional life more fulfilling and to succeed in

    their profession.

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    2. This session provides the know-how of how to impress the clients, give effective presentations, how to

    utilise the non-verbal communication for swaying the opinions of team members in your favour, how to

    impress the boss etc.

    LEARNING POINTS DURATION TEACHING METHODOLOGY

    How to give an effective

    presentation

    15 Minutes PPT and DISCUSSION

    VIDEO SCREENING

    How to appear confident andpowerful

    15 Minutes PPT and DISCUSSION(business gaze versus the social gaze, superman pose etc.

    via exercise)

    VIDEO SCREENING

    How to impress the boss 15 minutes PPT and DISCUSSION

    VIDEO SCREENING

    How to impress the client 15 minutes PPT and DISCUSSION

    VIDEO SCREENING

    How to influence people in the work

    teams.

    15 minutes PPT and DISCUSSION

    VIDEO SCREENING

    How to behave in the official parties

    and become center of attention in

    the company.

    15 minutes PPT and DISCUSSION

    VIDEO SCREENING

    SESSION 4DURATION90

    MINUTES

    CONCLUSION 30 minu tes

    PSYCHOLOGICAL CONTRACT - My Promise With Myself.... 15 minutes

    FEEDBACK - Your opinions MATTER to us!!! 20 minutes

    OPINI ON ROUND 20 minutes

  • 8/10/2019 How to Effectively Manage Your Body Language (Repaired)

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