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8/10/2019 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
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Training Feedback Survey
Please help us improve our training sessions by providing feedback on the training you attended. Thank you!
Training/Session Name: Date:
Lead Facilitator:
Program you serve with:SCP RSVP Other:
Please rate this session u sing th e fol lowing Strongly Disagree Neutral Agree Strongly
scale: Disagree Agree
1 2 3 4 51.The subject matter was presented
effectively.
2.The facilitator was knowledgeable.
3.The facilitator responded to questions.
4.There were enough opportunities fordiscussion.
5.The written materials are useful.
6.The session met my expectations.
7.As a result of this training, I gained newknowledge applicable to my volunteer
assignment.8.I plan to apply what I learned at this session.
9.What did you like best about this session?
10. What would have improved this session?
Thank You! Your feedback will help us to improve our training!