This document provides techniques for effective communication and persuasion. It discusses listening actively, understanding language patterns, body language cues, and asking questions strategically. The key points are:
1. Active listening techniques like maintaining eye contact, pausing before responding, and paraphrasing help ensure understanding.
2. People communicate differently based on their sensory preferences (visual, auditory, kinesthetic). Matching these preferences aids connection.
3. Body language cues like eye movements and pupil size indicate mental processes and interest levels.
4. Questions are powerful tools for starting conversations, gaining information, building rapport, and motivating others when used strategically and with the right intention.
The document provides guidance on developing effective communication and active listening skills for mentors. It discusses establishing trust in the mentoring relationship through open communication. Guidelines are presented for communication, including being positive, recognizing different perspectives, and asking clarifying questions. The key aspects of active listening are identified as intensity, empathy, acceptance, and responsibility. Suggestions are made for improving listening through maintaining eye contact, avoiding distractions, paraphrasing, and not interrupting. The importance of providing specific, well-timed, and goal-oriented positive feedback is also highlighted.
This document provides tips for effective science communication. It emphasizes keeping messages simple, understanding the audience, and making information relevant. Key points include understanding an audience's needs, concerns, and perceptions; engaging them through facts, emotion, and credibility; and delivering messages with accuracy, brevity, and clarity using plain English approaches. The overall goal is for the audience to understand why the message matters to them.
This document provides guidance for students taking a public speaking class. It outlines 5 objectives for the class, including extemporaneous delivery, poised platform presence, speech preparation and organization, effective listening, and critical thinking. It notes that grades are earned based on points from assignments, and missing class carries inherent risks. Several upcoming assignments are then outlined, including introductory speeches, chapter speeches on various topics, and exercises in visualization, plagiarism, research sources, outlining and formatting outlines. An upcoming class schedule is provided, noting upcoming deadlines and evaluations. In summary, the document provides an overview of assignments, objectives, and expectations for a public speaking course.
This document discusses problems students face with listening in English and potential solutions. It begins with an introduction on the importance of listening skills. Some common problems with listening identified are prejudice, selective listening, distractions, and making assumptions beyond what was said. Suggested solutions include watching English media, giving individual attention without interruptions, and improving pronunciation. The conclusion finds students' listening difficulties stem from challenging syllabi and low motivation, while external problems include limited university facilities. Overall, regular listening practice is advised to enhance skills.
This document provides an overview and guidelines for creating effective presentations. It includes a toolkit developed by organizations to support trainings in public health law. The toolkit contains information on choosing presentation material, effective speaking techniques, and best practices for PowerPoint slides. It emphasizes telling a story with a protagonist, conflict, and resolution to engage audiences. It also provides tips on understanding audience needs and tailoring content accordingly.
This document provides an overview of different types of speeches according to their purpose: informative, inspirational, argumentative, persuasive, and entertainment. It defines each type and provides examples and tips for an effective speech of that type. The informative speech aims to teach an audience something new. The inspirational speech aims to motivate or inspire. The argumentative speech aims to convince an audience of a viewpoint. The persuasive speech aims to influence beliefs and behaviors. The entertainment speech aims to make the audience smile and relax.
Effective communication skills are critical for careers and personal relationships. Communication involves both sending and receiving information between people through various mediums and sensory channels. Some common barriers to good communication include misunderstandings, misinterpretations, and failing to actively listen. Developing strong communication abilities requires recognizing flaws, practicing techniques like questioning and paraphrasing, and gaining feedback to improve over time. Public speaking is also an important skill that benefits from thorough preparation, an engaging presentation style, and managing nerves.
This document discusses different types of informative speeches, including speeches about objects, processes, events, and concepts. It provides examples for each type and discusses how to focus a topic and limit the scope. It also covers demonstrative speeches which teach a skill or process, and persuasive speeches which aim to inspire action or take a side on an issue. The document emphasizes researching the audience and structuring speeches with an introduction, body, and conclusion.
The document discusses various aspects of communication including its importance, elements, process, barriers, listening skills, verbal communication skills like speaking, and non-verbal communication skills like body language. It emphasizes that communication is crucial, provides tips for effective listening and speaking, and explains how body language conveys different meanings.
The document provides tips for effective communication through various mediums. It discusses the importance of spoken communication, including using body language and establishing rapport. It then covers communicating over the phone, including planning calls, being polite, and summarizing agreements. The document also provides guidance for presentations, including structure, engaging the audience, and use of slides. Finally, it discusses writing reports with clarity and brevity, and proper email etiquette regarding popularity, coverage, rules, and forwarding messages.
The document provides guidance on effective communication techniques. It advises that speaking clearly with varied pitch keeps listeners interested. Using visual aids like PowerPoint or videos can help engage audiences who prefer visual learning styles. Good body language like open gestures helps convey meaning, while poor body language like folded arms creates barriers. Structuring writing in paragraphs, checking spelling, and proofreading can help ensure clear communication.
This document discusses the three main types of speeches: informative speeches, persuasive speeches, and speeches for special occasions. [Informative speeches aim to inform an audience by providing information on objects, events, concepts, or processes. Persuasive speeches try to change the audience's beliefs or views and can address questions of fact, policy, or values. Speeches for special occasions must be tailored to the specific occasion in terms of tone, length, and accuracy.]
The document discusses basic listening skills for student advisors (SAs). It emphasizes focusing on listening without distractions, focusing on the other person's concerns by avoiding thinking about your own response, using silence and body language to understand feelings, showing empathy without judgment, conveying you are listening through eye contact and paraphrasing, and being aware of personal boundaries. The goal of an SA is to listen without giving advice unless asked, in order to help people in crisis talk through problems.
Scientists often find it hard to bridge the gap between themselves and non-technical audiences. This is, in part, because the communication practices which make a good scientist, result in communication that is hard for a general audience to comprehend. The first step to overcoming this challenge is understanding what parts of scientific communication are tough for non-scientists. This presentation offers both a better understanding of the differences, as well as practical tools to improve.
The document provides an introduction to informative speaking, including defining an informative speech, types of informative speeches, and subjects for informative speeches. It discusses the goals of an informative speech as enhancing audience understanding, maintaining interest, and helping the audience remember. It offers tips for effective informative speaking such as scoping the speech, tailoring complexity and abstraction to the audience, demonstrating relevance, making connections, and utilizing devices to enhance understanding. Finally, it provides a sample informative speech on President Obama's announcement of Osama bin Laden's death.
This document discusses listening and provides definitions, types, stages, barriers, and goals of listening. It defines listening as receiving language through the ears and processing sounds into words and sentences. It describes 8 types of listening including superficial, appreciative, focused, evaluative, attentive, content, critical, and empathetic listening. The stages of listening are identified as hearing, focusing, interpreting, analyzing, responding, and remembering. Barriers to effective listening include environmental factors, psychological factors, selective listening, negative attitudes, a wandering mind, and nonverbal distractions. The goals of a listener are identified as conveying information, making a decision, giving an opinion, performing a task or assignment, and responding to the speaker.
Manuscript Speech (Oral Communication Grade 11)stephanieluise
A manuscript speech is when a speaker writes out their entire speech and reads directly from the prepared text at a podium for the audience. It involves reading a pre-written speech word-for-word. Manuscript speeches are often used for official meetings, conferences, and commencement exercises where precision is important or complex information needs to be conveyed concisely. While it ensures accuracy, a manuscript speech runs the risk of becoming boring if not delivered engagingly.
This document provides guidance on effective speech delivery. It discusses using voice, body language, and brain engagement strategically based on the objective of the speech. The goals are to inform, inspire, entertain or put the audience to sleep. Specific techniques are recommended for voice pitch, rate, strength, and pauses. Using the head, face, hands, and body can add emphasis and show structure or passage of time. Practicing in front of others and getting feedback helps improve delivery skills.
The Best Kept Secrets Of Great Communicators Reference ManualTiffany Siok
This document provides techniques for effective communication and persuasion. It discusses active listening skills like maintaining eye contact, paraphrasing, and asking follow up questions. It also covers nonverbal communication cues like eye movements and pupil dilation that provide insights into a person's thoughts. The document provides tips for starting conversations, asking questions, and matching a person's language preferences to improve understanding. The overall aim is to teach skills that improve conversations, persuasiveness, and relationships.
Handout for "Proven Presentation Techniques", an InfoComm approved workshop b...Thomas Zangerle
This workshop will show you how you can transform your ideas into convincing interactive presentations. The most important elements of successful presentations, training sessions and meetings are straightforward to name, but not always quite so easy to implement. It's essential for the presenter to capture and maintain the attention of the audience, to present effectively, create interest, encourage excitement and to captivate the participants. In this training session we will explore how you can increase understanding and retention in a presentation. You will receive background information based on scientific research, about improving communication techniques and about the workings of the brain. You will also see examples of best practices, effective communication, and presentation designs, all of which contribute to the creation of long-lasting impressions.
Communication Hacks: Strategies for fostering collaboration and dealing with ...All Things Open
Communication Hacks: Strategies for fostering collaboration and dealing with conflict in open source
Presented by Nuritzi Sanchez, GitLab, Inc.
Presented at Open Source 101 2021
Abstract: During this talk, you'll learn about topics like cross-cultural collaboration, giving and receiving feedback, and active listening -- all things that are vital to the health of our open source communities.
After reading many self-help books, watching various TED Talks, and listening to a ton of podcasts, I've condensed my learnings to help you improve your communications skills, deal with conflict, and collaborate better than ever, not only in FOSS, but also everywhere else.
Empathy doesn’t only come in handy when listening to your best friend explain his woes. It’s actually very important for work, both for leaders and team members alike. The Consortium for Research on Emotional Intelligence in Organizations reports a correlation between empathy and increased sales, high performing managers of product development teams, and increased performance in highly diverse teams. Studies have also shown that empathy improves leadership ability and facilitates effective communication.
Presenation by Jim Thornton, Certified Hypnotist and Principal of Northstar Consulting Group International to ASQ Section 1508 Tampa/St Petersburg on April 13th, 2009
This document provides 10 triggers to help inspire audiences in presentations:
1. Begin with the "why" - focusing on why the communication is important and the impact it could have.
2. Use questions to engage the audience and focus their attention.
3. Provide only the most essential information and data needed.
4. Visual aids like images, diagrams and graphs can convey information more effectively than words alone.
5. Appeal to audiences' emotions to help change perspectives in addition to logical arguments.
6. Understand your audience and speak to their interests and concerns.
7. Tell stories to engage audiences and make the content more memorable.
8. Use dynamic body language, eye contact and tone
Handout for "Getting the message across" a presentation by Thomas Zangerle/Wo...Thomas Zangerle
This document provides tips for creating effective presentations. It discusses focusing on significance for the audience, structuring the presentation simply with 3-4 key points, and avoiding overloading slides with text. The document emphasizes using visuals like images and charts to aid recall. It also stresses rehearsing and practicing the presentation to feel confident presenting and engaging the audience with stories and interaction.
11 easy ways to finally overcome your fear of public speakingKhalid Abdullah
EIECC Aims & Objectives
The general aim of this program is designed to help motivate Muslims who speak English reasonably & fluently to lead in presenting Islam effectively to non-Muslims & spread the message of peace to the entire world.
The objectives of the program are such that on completion, participants should have:
• an improvement of the cross-cultural Islamic English Communication Competence
• learning a very powerful a new model of self-directed learning to continue learning after the workshops in teams
• a reasonable knowledge of Islamic terminology & jargon to refute misconceptions
• the basic ability to discuss Islamic concepts in English cross-culturally
• the ability to give short presentations on Islamic topics of their choice
• Ignition of the passion to lead in using English communication skills for presenting Islam
Communication & Challenging Conversations PCMA 2014 MontrealMcKinley Solutions
Challenging conversations are those everyday interactions that significantly affect you and others. They differ from ordinary dialogue because the opinions of the participants may vary, the emotions are high and the stakes are significant. The way in which you deal with these important discussions can have a positive or negative result and can change the course of your relationship. Learn the tools to handle life’s most difficult conversations, say what’s on your mind, and achieve positive outcomes. Challenging confrontations consists of face-to-face accountability discussions where someone has disappointed you and you talk to him or her directly. When handled well, the problem is resolved and the relationship benefits. New research demonstrates that these disappointments aren’t just irritating – they’re costly, sapping organizational performance by 20 to 50 percent. Learn to permanently resolve failed promises and missed deadlines, transform broken rules and bad behaviors into productive accountability and strengthen relationships while solving problems. At the heart of mastering these challenges is the ability to engage in and maintain dialogue. Masters of dialogue create an atmosphere where everyone feels safe about adding his or her own views to the “shared pool” of ideas being expressed. The skills are critical to the success of all leadership roles. Active participants will increase their awareness of the challenging conversations and confrontations as well as hands-on tips and techniques on how to manage them effectively.
Learning Objectives:
1. How do I deal spontaneously with challenging conversations (where opinions vary, emotions are high and stakes are significant)?
2. How can I resolve problems where I have been disappointed by employee accountability and avoid unnecessary costs and strained relationships?
3. How do I develop and environment where people can carry on a dialogue and feel safe expressing their own view.
Yes, My Iguana Loves to Cha-Cha: Improv, Creativity and CollaborationSteve Portigal
Improv is not "stand-up comedy." It's a series of games with rules that offer huge degrees of freedom within a set of constraints. In these games we bring out a lot of basic, quickly understood and communicated rules of culture that are implicit, not explicit. The activities of design (collaboration, creativity, and design research, for starters) have interesting similarities with improv: All have in-the-moment aspects; we learn upon reflection; there's enormous unspoken interaction and there is often an "aha" moment. Design and improv also have important similarities: the need to collaborate and brainstorm, the importance of breakthrough thinking, the balance between process, structure, and unfettered creativity.
Playing with improv can make us more mindful of the power of listening, and can be harnessed to create a more collaborative work culture, as a way to develop one's own creativity, or to help warm up teammates and clients in workshops and design sessions. In this interactive presentation you will learn more about improv, listening, creativity, and how they all connect together to support one another. No iguanas will be harmed.
This document provides an overview of various perceptual processes involved in perceiving other people. It begins with a self-test to assess one's accuracy in people perception. The test examines tendencies such as implicit personality theories, self-fulfilling prophecies, perceptual accentuation, primacy-recency effects, consistency biases, and stereotyping. The document then discusses each of these concepts in more detail, explaining how they can influence perceptions and potentially lead to inaccurate impressions if not accounted for critically. It concludes with suggestions for developing other-orientation to improve interpersonal effectiveness and form more accurate perceptions.
This document discusses definitions of intelligence from various researchers and experts. It provides definitions from 1952 researchers, Alfred Binet, Carolus Slovinec, Howard Gardner, Cyril Burt, and D. Samuel Nuessle. The definitions focus on abilities like reasoning, problem-solving, thinking abstractly, learning quickly, and applying knowledge. The document also briefly discusses the history and development of IQ tests, including their creation by Alfred Binet and later modifications at Stanford University.
1. Research your audience to understand their needs, concerns, and objections so you can address them specifically in your speech.
2. Identify the goals and objectives of your audience so you can show how your speech will help them achieve their goals.
3. Consider demographics of your audience like size, knowledge level, attitudes, ages, genders, and cultural factors so you can tailor your speech appropriately.
Accompanying Script for Implicit Emotional Assessment Presentation PresentationPaul Conner
The document discusses implicit emotional assessment techniques that can provide insights beyond what respondents explicitly report. It begins by introducing the idea of an "800 pound gorilla" in marketing research - that respondents often cannot or will not truthfully report their emotions. It then discusses a study showing subliminal happy/angry faces impacted product preferences, despite equal explicit emotional reports. The document argues emotions drive behavior and proposes implicit techniques can assess emotions people cannot or will not explicitly share. It provides examples of implicit techniques like implicit association, hypnosis-interviewing and psychodrama that have provided additional insights in case studies.
This document outlines strategies for having difficult conversations effectively. It discusses how assumptions, fears, roles and personalities can make conversations difficult. It emphasizes active listening skills like maintaining eye contact and acknowledging feelings. Reframing issues and separating people from problems are presented as ways to facilitate understanding. Role playing difficult scenarios is suggested as practice to apply the strategies. The overall message is that difficult conversations require preparation and focus to have positive outcomes.
This white paper discusses active listening and effective questioning. It defines active listening as fully concentrating on what the other person is saying without distractions. Key skills for active listening include maintaining eye contact, avoiding interruption, and reflecting back what was said. Effective questions generate curiosity, stimulate discussion, and focus inquiry. Open questions gather information while leading questions help people reach conclusions. The types of questions asked should match the objective of understanding information or guiding decision making.
This document provides an overview of coaching skills that can help others meet challenges in work and life. It discusses 8 key coaching skills: listening, stimulating thinking, encouraging, guiding learning from experience, praising, giving constructive feedback, giving feedforward, and holding accountable. The document emphasizes that effective coaching involves focusing on these skills rather than solving problems or giving advice. It also stresses the importance of practicing coaching skills with others and learning from those experiences.
The document provides tips for effective studying and learning, including factors that influence learning like novelty, meaningfulness, and emotions. It discusses the importance of taking action after making decisions. The rest of the document discusses communication styles like visual, auditory, kinesthetic, and digital, and provides tips for building rapport with each style.
Listening is an important skill that impacts job performance and relationships. While listening, we aim to obtain information, understand others, and learn. However, people only remember 25-50% of what they hear in a conversation. Becoming a better listener improves productivity, influence, and avoids conflicts. Great communicators listen to gain a deep understanding of situations and empathize with others. The document then provides ten tips for good listening, which include focusing on the speaker, asking follow up questions, taking notes, confirming understanding, and reserving judgment.
This document discusses various techniques for effective interpersonal communication, including active listening, body language, and the power of words. It provides tips on reading facial expressions and mirroring body language to build trust. Active listening techniques encouraged include not interrupting, asking questions, acknowledging the other person, maintaining eye contact, and paraphrasing. The document emphasizes that first impressions are important and that nonverbal communication such as posture, walking style and hand gestures influence how we are perceived.
Unlocking The Human Element in IT And Service ManagementDario Diament
The book "Unlocking the Human Element in IT" provides a comprehensive guide to understanding and leveraging the human aspects of information technology. Drawing on extensive research and real-world case studies, the book delves into the critical role that people, culture, and organizational dynamics play in the success or failure of IT initiatives.
The Importance of the Human Element in IT
The book begins by highlighting the often-overlooked human dimension of IT, emphasizing that technology alone is not enough to drive meaningful change and innovation. It argues that the true power of IT lies in its ability to empower and engage people, fostering a collaborative and adaptive organizational culture.
Key Themes and Insights
People-Centric Approach: The book underscores the need to shift from a technology-centric mindset to a people-centric approach in IT management. It explores strategies for aligning IT goals with the needs and aspirations of employees, customers, and stakeholders.
Organizational Culture: The authors examine the profound impact of organizational culture on IT initiatives, addressing topics such as change management, leadership, and team dynamics. They provide practical frameworks for cultivating a culture that embraces innovation, collaboration, and continuous learning.
Soft Skills and Talent Management: The book delves into the importance of developing soft skills, such as communication, empathy, and problem-solving, among IT professionals. It also explores effective talent management strategies to attract, retain, and develop high-performing IT teams.
Agile and Adaptive IT: The book highlights the rise of agile and adaptive IT methodologies, emphasizing the need for IT organizations to be nimble, responsive, and customer-centric. It offers guidance on implementing agile practices and fostering a mindset of continuous improvement.
Bridging the IT-Business Divide: The authors address the longstanding challenge of aligning IT with business objectives, providing strategies for enhancing collaboration, communication, and mutual understanding between IT and other organizational functions.
Practical Applications and Case Studies
Throughout the book, the authors present real-world case studies that illustrate the impact of the human element in IT. These case studies cover a range of industries and organizational contexts, offering valuable insights and lessons learned for readers to apply in their own environments.
Conclusion
"Unlocking the Human Element in IT" is a must-read for IT leaders, managers, and professionals who recognize the importance of people, culture, and organizational dynamics in driving successful IT initiatives. By embracing the human element, organizations can unlock the full potential of their technology investments and achieve sustainable, transformative change.
People mentioned:
- Matt Beran
- Deborah Monroe
- NJ Robinson
- Megan Engels
- Gregg Gregory
- Rocky McGuire
Learn more at invgate.com
1. The Art of Persuasion
INTRODUCTION
Everyone is in the persuasion business. Sometimes that persuasion is directed to other people.
Sometimes it is inwardly directed to your self-talk. Persuasion can occur in a simple conversation
withone or a fewpeople,oritcan be while speakingtoanaudience of 500 or more people,aspart
of your professional worldor withinyour personal activities.Persuasion is part of everyday reality
and greatly determines the quality of your life and success you achieve.
If you use persuasion to unfairly influence another person’s thought process, that could be called
manipulation. When you seek a win/win situation, then persuasion is used as motivation. Be
conscious of your intention as you explore this topic.
The ideas,methods,andtechniquespresentedinthis programwill benefityouinthefollowingways:
-You will have better conversations.
-You will be more productive.
-You will have better business and personal relationships.
-You will handle difficult communication with ease.
-You will have more success, however you define it.
-You will have a great deal of fun listening to others and watching their body language.
Incorporate one idea or a few ideas into your life at a time.
When you are ready, come back for more – until you have the knowledge base you desire.
ACTIVE LISTENING
Listenactivelywhenthere ishighemotionorthe possibilityof misunderstanding,whenthe person
isimportanttoyou,orwhenyouneedthe informationtheyhave.The betteryoulistenandrespond
toothers,the bettertheywill listenandrespondtoyou.The moreattentionyoupaywhensomeone
else istalking,themore attentiontheywillpaywhenyouare talking.Hereare waystolistenactively.
1) Listentwice as much as you speak.Thinkof listeningbasedonthe ratio of havingtwo ears
and one mouth. Use them in that ratio.
2) Maintain eye contact. It shows that you are paying attention.
3) Make notes.Thiswill reinforce yourmemory.Itisadvisable toask permissionfirstinsome
situations.Thatpermissionisseldomrefused.If youwishto take a tape recording,it is vital to ask
permission.
4) Allowpeopletofinishtheirownsentencesnomatterhow enthusiasticallyyouwanttojump
into the conversation. Doing so will indicate respect for what the person is saying.
2. 5) Get all the information that is available withina conversation so you will not jump to any
false conclusions. Wait for the end of the sentence or end of the conversation to be sure this
conversation is unique from any other that may sound similar to you.
6) Respondsothe otherpersonknowsyouare listening.Yourresponsemaybe “Yes”or“Isee”
or merely nodding your head. Any of these will do.
7) Be accepting rather than judgmental so you can truly hear the message being given.
Differentaccents,catch phrases,speedsof speech,andcultural generalizationscanget in the way
of hearing the actual message.
8) Ask questionswhenyoudonot understandsomethingthatwas said. Thisgoes a longway
to building strong communication.
9) Ask core questions. That is typically a series of “why” questions that go deeper into a
particular subject to gain the greatest understanding of a situation. Start with broad information
and continue seeking more specific responses.
10) Pause before replying.Pausingwill addpowerto whatyousay. It indicatesyouare givinga
considerate response thatyouthoughtaboutit,thatitisnotjustsome answeryouoffereverytime
this question comes up.
11) Use the Rapid Repeat Method to improve your listening skills and concentration abilities.
Do thisbysimplyrepeating,silentlyinyourmind,whatisbeingsaidafractionof asecondlater.This
holds your concentration and improves your recall of what was said.
SUBCONSCIOUS ENCODING
Consider that as humans we have two minds: the conscious and the subconscious. The conscious
mindisthe judge of the informationthatcomesthroughthesenses,dealingwithoneitematatime.
The subconscious mind stores memories and does not judge information at all. It simply storesit.
When a person is asked a question, they respond whether the response is verbalized or not.
12) Be enthusiastic! Smile and use pattern interrupting words such as “sizzling,” “great,” and
“awesome!” This will encourage others to be enthusiastic!
13) Phrase your questionsso that “Yes” answers or positive mode answers are given. This will
keep the other person in your conversation in a positive mode because the subconscious has
accepted the “Yes” as the response.
14) Insert“Yes Tags” intoyour questions.“YesTags” are phraseslike “Isn’tit,” “Couldn’tyou,”
“Aren’tthey,”“Won’tyou.”Theyhave more impact whentheyare placedat the endof a question,
althoughtheycan’t be at the start, middle,orend.Anexample wouldbe,“Youwill be able to stay
to finish that report, won’t you?”
15) Be aware of how often you use “Yes Tags.” They can begin to sound mechanical and
contrived when used too frequently.
16) Use positive self-talk.Programyourself bysayingwhatTODO rather thenwhat NOT to do.
3. 17) Consider what mode your questions create. The way you ask a question sets a tone in the
conversation. When asking someone at a customer service desk if they deal with complaints,you
establish the mode of “complaint.” Asking that same person if they deal with “helping” you, you
have createda mode of “helping.”Think“solution” rather the “problem” in your communication.
18) Practice using the following methods to improve the retention of whoever is in
communication with you:
First – Make an effort to be first or last when giving a presentation to a group.
Last – First and last items in any situation are the most likely to be remembered.
Unusual Items – Use as manycreative ideasaspossible tomake yourpresentationunusual
and therefore more memorable.
Linking – Connect information with something the other person already knows.
Repetition –Thingsthatare repeatedagainandagaintendto stickin yourmind.Do thisby
summarizing regularly throughout a presentation and then again at the end.
Enthusiasm – You and your listeners remember information when you are enthusiastic
about it.
19) Learn to use the YARD Technique as a process to reach the result you want.
Y es - an agreement to take action.
A ction - the action has taken place.
R esult - a result has happened.
D elighted - the other party is delighted!
This method requires askinga questionthat could only be asked after those situations have come
to pass.You must imagine asituationwhere youwanttoobtainagreement.Thenvisualize the fact
that the action has taken place. You will then have a question to ask that triggers this process.
REACHING HOME BASE
Withinanyparticularnative language,eachpersonhastheirownhomebase of language, according
to the ideas put forth by the two founding scientists of Neurolinguistic Programming (NLP).The
home bases are built on the five senses: visual (seeing), auditory (hearing), kinesthetic
(feeling/action/touch), olfactory (smelling), and gustatory (tasting). The first three are the main
ones.
20) Listen carefully to the kinds of words spoken by others. Words like “see,” “look,” and
“watch” are strong indicators their home base is likely visual. Words such as “hear,” “listen,” and
“rings a bell” means auditory is probably the home base. A kinesthetic home base is indicated by
words like “touch,” “feel,” and “explore.” Once you are aware of the home base, your
communication will be more effective when you match with the same home base.
4. 21) Be aware of the pace of which people are speaking. That is another indicator of language
home base. Visual people tendto speak quickly. Kinesthetic people oftenspeak more slowly than
visual people. Auditory people often speak more slowly than kinesthetic people.
22) Notice people’sbodyshapesasyetanotherindicatorof theirlanguagehome base.A person
with a compact and muscular body is often visual. Someone with a soft, round body and high
proportionof body fat sometimesusestaste andsmell wordsin theirlanguage.The personwitha
lean, delicate build is often kinesthetic in language.
THE EYES HAVE IT
Eye movements are among the clearest indicators of someone’s thought processes.
Researchindicatesthere are twohalvestothe brain,each half dealingwithdifferenttypesof data.
The RIGHT BRAIN dealswithintangiblesandthe creative elements.The LEFTBRAIN dealswithlogic
and academic thought. As people use their brains their eyes also move. Each part of the eye
movement adds to the information about their thought process.
23) Watch the directionof a person’seye movements toknow more of their thoughtprocess.
This will enhance your ability to communicate more clearly with them. To help guide your
understanding,below imagine asetof eyesof a “right-handed”person;some left-handed people
access in exactly the reverse way. Based on where people look they are:
Visual Creating _____Visual Memory
Hearing Creating_____Memory Hearing
Kinesthetic Thoughts_____Self-Talk
24) Notice the positionof the uppereyelidsasanotherindicatorof aperson’sthoughtprocess.
The level of the upper eyelid indicates someone’s interest in the situation in which they find
themselves.The higher the position of the eyelid, the higher their interest level.Careful watching
of the upper eyelids will tell you everything you need to know about their interest level.
Shock/Surprise
High Interest
Losing Interest
Bored / Asleep
25) Watch for the showingor hidingof a red triangularpartin the corner of the eye at the side
of the nose.Thisiscalledtheinnercanthus.Whentheinner canthusisvisible,the personisshowing
a degree of interest. When the inner canthus is covered, the person is showing concern or even
disagreement. When the person’s inner canthus is visible, it is time to ask for “Yes.”
26) Look at the dark center of the eye that is called the pupil. The pupil is dilated when the
person is showing a degree of interest or excitement in what they are hearing, seeing, or feeling.
The pupil contractswhenthe personisindicatingaconcernof lackof interest.Lightcanchange the
size of the pupil as well. Be sure you are reading the indications accurately.
5. 27) Make directeye contactwithpeople foraboutfive secondsata time.Dothisdirectlywhen
youare speakingtoone otherperson,or do itin groupswhenyouare speakingtolarge audiences.
If makingdirecteye contact isdifficultforyou,lookata spot betweenthe eye of the otherperson.
STARTING A CONVERSATION
Questions are very powerful becauseTHEYARE ALWAYSANSWERED,evenif those answersare not
verbalized (spoken aloud).
You will be able to create a number of different scenarios by the types of questions you use.
28) Use informationquestionstobothgive andtoreceiveinformation.A questionthatincludes
impliedinformationwouldbe,“Doyou want me to send20 bags of cementto ABD builders?They
normallyhave 10 bags.” (the implicationof the standardorder of the customer) Anotherquestion
that states information is. “This job will involve us in about six hours of overtime (the statement).
“Do you think the team would prefer to do it this week or next?”
29) Considerafocusingquestiontofocuspeopleonapotential outcome.Anexample of thatis,
“Where do you want to be in a year’s time?”
30) Fill anembarrassingsilencewithagoodquestion.Inan interview,the interviewercouldask
the interviewee, “What questions would you like to ask me?”
31) Askaquestionasawaytobringpeople togetherwhenthere are difficultiesinarelationship.
In a salesrole,asuitable questionmightbe,“WhatadditionalinformationcanIgive youthatwould
enable you to make a decision?”
32) Show that you are listeningactively by asking questions. Such a questionwouldbe, “Am I
right in thinking that what you are saying is…?”
33) Diffuse adifficultsituationbyaskinga questionthatservesto calm things.Since questions
have to be answered,thiswill distractsomeonewhentheyare upsetorangry.Incustomerservice,
an example wouldbe,“Onbehalf of the store,Iapologize forthe mistake.Whatdoyouwishme to
do to correct the problem?”
34) Build rapport by asking questions. Rapport can be defined as a harmonious and useful
relationship with another. A question such as, “How may I help you?” can do just that.
35) Use an appropriate tone of voice when asking a question so you get the result you are
seeking. An inappropriate tone of voice can be counter-productive to your intentions.
36) Listen to the answer when asking a question. Use the Rapid Repeat Method
to listen actively, as mentioned earlier in (#11).
37) Be mindful of youintentwhenaskingaquestion.There isafine line betweenmanipulation
and motivation.
38) Keepyourquestiontoa questionratherthanexpandingitintoa monologue.Youare more
likely to hold the attention of your listener in this way.
6. 39) Ask pertinent questions in a conversation. This comes from listening actively so you are
aware of what has already been asked and what has already been said.
40) Communicate a question instead of a statement as a more effective starter, continuer, or
finisher of a conversation. Be clear in what you intend to say and how you can best say it.
41) Use leadingquestionsonlyaftergivinggreatthoughttothe effectthe questionwillhave on
the listener.A leadingquestioniswhere the answerisgiveninthe question.If the listenerbelieves
you are using a leading question on purpose,you will instantly lose credibility and break rapport.
Politiciansare greatusersof the leadingquestion.“Wouldn’tyouagree that our policyon housing
is producing results?”
42) Phrase your question based on the likely response you will get. Asking a priest if you can
smoke while youpraywill illicitadifferentresponse than asking if you can pray while you smoke.
43) Ratherthanaskingleadingquestions,designquestionsforinterviewandappraisal meetings
to start at the endandworkbackwards.Decide onthe informationyourequire andbuildaseriesof
questionsthatwill enable youtouncoverthatinformation.Itwilltake time,anditistimewell spent.
44) Use softexpressionssparingly.“I’msorrytobotheryou,”“if you like,”“sortof,”and “I may
be wrong but…” are all ways of detracting from the strength and effectiveness of your
communication.
45) Pose a question to a superior or co-worker to gain clarity about the priority of numerous
work tasks. A question is far better than a statement to keep the flow of things moving well. A
cooperative tone of voice when asking that question is also vital.
46) Give careful thought to your way of dealing with a team member when you are in a
leadership role. “We” language rather than “you and I” will create a better effect and result. An
example is, “What suggestions can we come up with to improve our performance?”
47) Choose appropriate motivationalawardsforteammembersyouare leadingbyaskingthem
whattheyreallywantasareward.Selectingsomethingtheywantwillgomuchfurtherinmotivating
your team.
48) Find out what went wrong, not who was wrong when results are different from what you
wantedthemto be.Ask “What happened?”insteadof “Whodidthis?”Criticize the action,not the
person.
STARTING A CONVERSATION
When starting a conversation with another person, you are attempting to
break the other person’s preoccupation with whatever they are doing. Make the person want to
listentoyou. Excite them,putthem at ease,or have themfeel important.Eachof these reasonsis
supported with various techniques to have the most effective start to a conversation.
49) Planyouropening.Give thoughttowhythe otherpersonwouldwanttolisten.Thinkabout
what you want the outcome of a conversation to be.
7. 50) Getthe otherperson’sname rightatthe startof anyimportantconversation.Use whatever
approaches work best for you in remembering that person’s name. Immediatelyrepeat the name
inyourmind.Lookattheirface andrepeattheirname asyouaskthemaquestion.Findsomefeature
ontheirface thatbeginswiththe same letterastheirname.Whenthe person’ssurnameisunusual,
askthemto spell itforyou. These all helpfixthe name inyourmindandincrease the likelihoodthat
the person will listen to what you have to say.
51) Smile and be enthusiastic. Smiling is contagious. When you are appropriately enthusiastic
about what you have to say, others will want to have a conversation with you. Many sales of
products and ideas have been made on enthusiasm alone.
52) Begina conversationwithanew personwhoappearsreceptive bystatingafact and asking
for an opinion. Follow a statement with a question. The topics can be based on the other person,
yourself, or the situation in which you find yourselves.
53) Askyourself motivatingquestionstopersuadeyourself totake action.Make anassumption
about a goal (e.g., that you will double your income in the next12 months). Follow that by asking
yourself questions about how you will accomplish that, writing down as many ways as you can
identify. This highly effective tool was created by Earl Nightingale.
54) Use this technique to position the goal in your future. Utilize a variation of the Earl
Nightingale Methodbyaskingyourself tocomplete the sentence,“Iwouldhave achievedthisgoal
if only I’d…” Write down everything that comes to mind in this self-dialogue.
55) Look inthe mirrorand force yourself totell the absolute truthaboutthe questionsyouask
yourself.Thismethodmakesuse of the ideaof feelinguncomfortable abouttellingyourself lies.A
great question at the end of a day would be, “Did you really give it your best shot today?”
56) Use the power of your subconscious in affecting outcomes based on your anticipation of
thatoutcome.Askyourselfquestionsasyourconversationsproceed.Questionswouldbe,“Iwonder
why she said that?” or “What is he really trying to say to me?”
BODY LANGUAGE
According to scientist Professor Albert Mehrabian, body language is the most important
and largest percentage of the three major factors of communication.It far surpasses how you say
what yousay and whatyou actuallydo say in words.A staggering93% of communicationrelieson
aspectsotherthan the wordsyouuse.Body language reallyisthe unspokentruth.Active watching
is as crucial as active listening.The followingtoolswill helpyouinreadingbodylanguage.Consider
the gestures within the context of the overall communication rather than in isolation.
57) Observe apersonleaningtowardyou.Theyare comfortable inyourcompanyor interested
in what you are saying. Someone leaning away from you is less comfortable. A person supporting
the head with the hand is probably losing interest in what you are saying.
58) Notice crossedlegsandcrossedarms. That indicatesdefensivenessornegativityaboutthe
situation. The person is starting to open up when theyuncross their legs or arms. When a person
goes from open to closed body position, hand them something to hold to open them up again.
8. 59) Look at the positionof a person’spalms.A personis beinghonestwhenthe palmsare up.
Thisgesture isusedinanexaggeratedwaywhentheyare beingeconomicalwiththetruthandtrying
to cover up their true intentions.
60) Watchforfingertipstogetherformingasteeple.Thatisagestureof superiority.The upward-
pointingfingersshowthatperson’sopinionof hisor herpositioninthe relationship.The direction
that the thumb is pointing also indicates their level of self-confidence. Hands behind the back is
another stance of confidence.
61) Be aware of the handoverthe mouthof the talker.Thisindicatesanervousnessaboutwhat
the speaker is saying, or that the person may even be lying. The hand over the mouth of the
“listener”, however, has three particular meanings:
1) The person using the gesture thinks the other person is lying.
2) The person using the gesture wants to speak.
3) The person using the gesture does not like what is being seen or heard.
62) Identify chin stroking as a gesture of evaluation. The person is contemplating what to say
nextorismakingadecision.Otherevaluationgesturescanbe afingerplacedonthe sideof the face,
polishing of spectacles, filling a pipe, or lighting a cigarette.
63) Realize a decision has been made based on what a person’s body language tells you. A
positive decisionisshownbyleaningtowardsyou,uppereyelidinterestlevel,smiling,oropenbody
posture. Wait for the “Yes” to be spoken. Seeing the opposite gesturesmeans theyare reaching a
negative conclusion.Askaquestionbefore the “No”isvoicedsoyoucan redirectthe situationtoa
positive one.
64) Viewhandsbeingrubbedtogetherquicklyasa signof enthusiasm.Slow handrubbingisan
indicator of nervousness.
65) Sensitize yourself to gesturesthatmay be about lyingor couldmerelybe nervousness.Ask
furtherquestionstogaingreaterinsightintothe otherperson’strue feelingswhenyouare indoubt
about the meaning of the gestures.
66) Show strong leadership through your own body language. Use techniques such as sitting
and standingupright,keepingyourheaduprightwitheyeslookingforward,placingyourfingersin
a steepled position, and smiling sparingly.
67) Counternegative positionsbyaskingquestionsintendedtoopenupthe otherperson.Use
variations of the same questiontailored for the visual, auditory,and kinesthetic person.“How do
you viewwhatI’ve saidso far?” “How do youfeel aboutwhatI’ve said sofar?” “Tell me,how does
that sound to you so far?” When you get a response of uncertainty, ask another question.
68) Ask questions that require “Yes” answers as a way to break negativity. A short series of
questionsthatrequire “Yes”answerswill create apositive tone.Youwill witnessthe person’sbody
language opening up when they have reached that positive attitude.
9. 69) Use body language to requestfeedbacktoa questionyouhave asked.Simplyputout your
right hand, palm up, about six inches in front of you and level with your navel as you ask the
question.This“overtoyou”bodylanguage gesture clearlyindicateshandingthe conversationover
to the other person.
70) Change your own position as a way to prompt a change in the other person’s position.
Standing up or moving around while talking may prompt the other person to change posture.
71) Deal with silence by using a very effective technique: With a smile on your face, look left
and right, then lean forward to the other person and say in a conspiratorial tone of voice, “My
mother always told me that silence meant “Yes.” Is that what you mean?”
72) Watch a person’sface.Theirexpressionsare oftenindicative of whatis happeningintheir
minds. The changes in expression need to be watched very carefully.
73) Build a subconscious rapport with a person through a handshake. Match the speed,
pressure, oscillation,and time of their handshake and maintain eye contact. All of this indicates “I
am the same as you and present no threat.” This is called a parallel handshake.
74) Deliveraquestioninghandshake withoutthe otherpersonrealizingwhatyouare doing.Do
thisby havingyour palm slightlyopenandthenturningyour palmslightlydowntowardsyour left.
The turning movementmeasures the resistance in the person’s wrist, and their resistance to your
ideas.
75) Decide how you want to receive a dominant handshake. This is when someone comes at
youwiththeirpalmdown,forcingyoutoputyourhand inthe palm-upsubmissivegesture.Youcan
presentresistance tothem,orbringthe handto an uprightposition,or place yourlefthandon top
to indicate you are on top.
76) Correct a missedgripof holdingthe person’sfingersinsteadof the whole hand.Do this by
taking hold of the person’s right wrist with your left hand. Maintain eye contact. Slide your hand
intothe full grip and keepshakinghands.Maintaineye contact and the situationwill be remedied
smoothly.
77) Dressappropriatelyforthe impressionyouwanttocreate.Whenthere isanydoubtinyour
mind,dressup rather than be under-dressed.Itiseasierto remove a jacket,tie,or jewelrythanto
wish you had brought the items with you.
OPEN & CLOSED QUESTIONS
An open question will usually solicit large amounts of information. A closed question will solicit a
small amount of information, even a one- word answer. A close-ended question provides
agreement, contradiction, or short-burst information. The open-ended question seeks much
broader information in the response.
78) Thinkabout whichresultyou are seekinginyourquestion.Startingquestionswith “what,”
“why,” “when,” “how,” “where,” and “who” will each prompt different types of responses
dependingonyouruse.Somewillbe single-wordresponses.Otherswillbemuchlonger.“How many
10. people are in your company?” gives a single-word response. “How do you manufacture that
product?” gives a longer response.
79) Use a close-ended question as a lead-in to an open ended question. “How many people
work at your company?” is a closed-ended question that could lead to, “Why do you have 350
people working at your company?”
80) Consider the following influences on how you use your voice in asking questions: pitch,
inflection, courtesy, tone, understandability, rate, and enunciation. Each element affects the
outcome of your question.
81) Use the language of your audience inpublicspeakingorin a small group. Incorporatingits
jargonand expressionsisagreat wayto buildrapportand say,“I am the same as you.I understand
your problems and opportunities.” Use jargon carefully, being sure the listener understandswhat
you are saying. When they don’t understand, it could create alienation instead of rapport.
82) Include bothclose-endedandopen-endedquestionsinyourpublicspeakingtopromptthe
audience’s thought process and subsequent discussion. Plan your questions according to the
outcome you are seeking.
THE LANGUAGE ITSELF
Methods and words used to persuade and influence people are
important to identify. These things are as important as modes of speech and body language.
83) Incorporate euphemismsas a way of sayingwhat you wantto say in a non- offensive way.
A euphemismisamildorvague expressionsubstitutedforanotherexpressionthatisthoughttobe
tooharshor toodirect.Bysaying“Iwantto thinkaboutit,”apersonmaybe avoidingdirectlysaying
“No.”
84) Be aware of usingfillerwordsinyourlanguage.“um,”“sortof,”“type of,”“well,youknow”
are all filler words and phrases. They de-emphasize what you are saying.
85) Soften what you are saying by using link words. Examples are “by the way,” “but,”
“however,” “incidentally,” and “oh and…” These words are followed by real information. Words
used to emphasize ideas that follow them are “definitely,” “honestly,” “simply must,” and
“actually.” However, information following these words may be exaggerated.
86) Notice how vocal emphasis given to different words in a sentence can totally alter the
meaning of the sentence. Practice where you want the emphasis, especially in anticipation of an
important meeting.
87) Realize thateveryoneisinfluencedandpersuadedtotake actionbasedonarequirementof
meeting their own individual psychological needs. Personal power and ego gratification are two
particularlyimportantneeds.Considerhow yourspeakingtoa persontaps intotheirpsychological
needs when you are looking to influence and persuade them in any way.
88) Accessa person’sautomaticresponsemechanismforthemtotake actionyou want.Thisis
done byusingthe combinationof words“need”and“because”inarequestyouputforth.Use these
11. words to influence a person’s actions. “I need this report done by 5:00 today because the boss is
leaving then and has to take it with her.”
89) Use a method call the Drop Sell technique to influence someone. This approach involves
askingsomeone to do somethingfarin excessof whatyou reallywantthemto do, thenmovingto
a lower position of request that they can do more easily. The second request gains agreement
because it is so far behind or dropped so low from the first request.
90) Influence someone’s decision by the difference in two or more offers. When they have
agreed to buy a large item, they are more easily persuaded to buy a second smaller one.
91) Offer a free sample or free trial as a way to cause a person to feel obligated to purchase
fromyou.This methodis used frequently in supermarkets, airports, and even by street vendors.
92) Give people time tomake a decisionwhenyouare seekingtopersuade orinfluence them.
This is particularly important so that at the end of the discussion they feel theyhave played their
part in the final details.
93) Think about the types of people that you can persuade to say “Yes” more easily. These
include peopleyoumeetonaregularbasisinapositive environment;peoplewhoyoupraise;people
who are like you; people you know and like; people whose appearance is like yours.
94) Notice situations when people will say “Yes” more easily to you. Those are when there is
perceived scarcity of product; a sample prompting wanting more; a limited- time offer; ease of
taking action; a quantity discount; a free gift with purchase; speed of delivery; attractive payment
methods; saying “Yes” just once; removal of fear of loss.
95) Minimize interruptions in your speaking by using the following effective technique.When
you are speakingandsomeone else startstospeak,putyour hand withyour palmfacingthe other
person and say in a deep voice, “I hadn’t finished what I was saying.” Then immediately carry on
making your point.
FACTORS & INCENTIVES
“What” and “why” are both powerful words in persuading people to take the actions
you want them to take. “What” is most effective in persuasion when allied with the appropriate
“why.” The “why” of the “what” changes according to the person with whom you are talking.The
“what” is the factor or feature, the nuts and bolts of anything. The “whys” are the incentives or
benefits.
96) Remember that people only ever do things for their own reasons; and that they are
motivatedtotake actiontoavoidpainor gainpleasure. Incentivesforanydecisionincludethe way
the personprofitsfromthe factor, the pleasure theyobtain,orrecognitionof how the factor helps
them avoid pain.
97) Frame outcomesin people’sminds.The outcome shouldbe exciting.Make the personfeel
at ease.
12. 98) Complimentsomeonebymentioningthe factoraswell asthe benefit.Anexampleis,“Great
car, John, you look successful in that one. Is it a company car?”
99) Deal with problems with people’s actions by using the NORA method:
N ow-----The current situation.
O utcome-----The end result you want.
R eason-----Why the person should do as you ask.
A sk-----Ask a question to obtain commitment.
100) Identifythe personalitytype of the persontowhomyouare speaking.Eachstyle requiresa
differentapproach.Gettothe pointwitha leader. Give agreatdeal of data to the factsand figures
person. Focus on benefits for everyone on the team when talking with a people person. Ask
questions of the person in a state of change. Keep the conversation exciting and animated for the
creative person.
DEALING WITH OBJECTIONS
Some people have a style of responding and talking that makes it seem as if what they say is an
objectionwheninrealityitisnot.Thatis the imaginedobjection.Thereare five possiblesourcesof
imagined objections. Each type requires careful examination to see what to do and say when
someone raises an objection.
101) Re-phrase anegative objectionstatementintoapositivequestion.Anexampleiswhenthe
personsays“Idon’tlike blue.”Youtranslateitinto“Whatcolorsare availableotherthanblue?”and
respond accordingly.
102) Treat a request for further information as a path toward a positive decision. The person
would not ask for more information if they were not somewhat interested.
103) Listen to what is really being said. Sometimes a person says “No” in ways that sound
differentfrom“No.”Itcouldbe commentslike“thatistooexpensive”thatreallymeans“No,Idon’t
want one.”
104) Explore whetheranobjectionismerely anattempttofindout how strong yourbeliefsare,
and to testwhetherthe necessaryresearchhasbeencarriedout.Respondtothispersonwithsolid
data to satisfy their requirement and thereby eliminate their objection.
105) Reviewwhetherthe explanationyouhavegiveniscomplete.Youmaybepromptinggenuine
misgivingswhenthe persondoesnothaveadequateinformation,oryourproposalisnotcompatible
with their style. Further questioning will uncover the real problem.
106) Findthe real objection.Itmaybe a fearof change,a concernaboutcost,or a perceivedlack
of need.
107) Deal with objections at the appropriate time. There are times when it is appropriate to
completely ignore an objection and merely focus on how the benefits outweigh the investment.
Other times it will be best to respond to the objection some time after it has been raised.
13. Responding immediately to an objection works in certain situations. On other occasions you will
want to anticipate an objection and deal with it in your own timing.
108) Treat an objectioninisolationfromthe restof the facts.Eitheragree withthe objection,or
offerthe scenarioof “just suppose youwere goingto agree to this.” Each of these approachescan
be effective and can be varied throughout your presentation of ideas.
109) Help the person clarify their thinking when they offer you the “think it over” objection.
Sometimestheyare havingdifficultysaying“No”toyou.Othertimestheyreallydoneedtoexamine
the various aspects of what you are proposing.
GETTING TO YES
It is sometimes easy to reach agreement smoothly, painlessly, and quickly. Other times it
takes a lot of tugging and pulling to finally arrive at “Yes.” There are FOUR MAIN REASONS why
people do not ask for that “Yes”:
1) fear of rejection
2) lack of appropriate vocabulary
3) insufficient practice
4) lack of belief.Eventually,whetherinyour jobor in yourlife,youwill have to ask for the
“Yes.”
110) Create the habit of asking for “Yes.” Use the “if” question. “If you know that the idea will
work withjusttwo people,wouldyoutryout the idea?”Thisis more persuasive than,“Wouldthis
idea work with just two people?”
111) Ask a straight question. “Shall we go ahead then?” “Is that agreed?” “What date shall we
start?” Practice these words so you feel comfortable using them.
112) Suggestalternativesinyourquestion.“Wouldyoulike the red one or the blue one?” “Can
you pick it up or do you want it delivered?”
113) Use the word“enough”asan effectivewaytoreach “Yes.”“Do youthinkthatnextMonday
will be soon enough to get started?” “Do you think that ten computers will be enough?”
114) Seekagreementfora minor part of your idea.That agreementwill alsoapplyto the major
part. “Do youthinkthat withthe newcomputersystemwe shouldhave asecondprinter?”Anyone
agreeingtothe second printer must have already agreed in principle to have the new computer.
115) Pose a question in relation to a temperature scale. “On a temperature scale of 1-10, 10
being at the top of the scale, how hot are you now about going ahead with this idea?” Use this
technique sparingly.
116) Be sensitive tothe personwho will onlyagree basedon other people’sexperiences.Make
reference to how someone else experienced a similar situation. Another way of dealing with this
person is to obtain names of others who will support your ideas, and present those names to the
doubtful person.
14. 117) Use the “door die”questionwithsomeonewhojustwillnotmake adecision.“Eitherthisis
a good idea and we should go ahead now, or it’s not a good idea and we should forget about it.
Which is it?” This is a last-ditch effort.