On Easter Sunday, our minister made a startling point.
"It's not my job to convince you of anything today. Either you believe or you don't believe. But I am here to tell you what this day means to me."
And on he went with a series of stories about what it means to have Jesus with him on a daily basis.
Like Pastor Tim, I am not here to make believers out of anybody either - whether from a religious, a sales or a social issues perspective. All I can do is tell stories about what I believe in. And in my case, I believe it's worth it to believe in the gifts I have been given, - whether I'm an introvert or not - enough so that I speak up in timely ways.
Attorneys come to Merri because they want to speak with confidence. They come to this blog to read about barriers that impair communication and presentation skills, and how to break them down.
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Tuesday, April 10, 2012
Friday, April 6, 2012
6 Tips for Speaking Up
One of the hardest things for us introverts to manage is how to share the chatting in our head with those around us. We commonly observe, compare, judge, and wish we could voice our thoughts. But so often we don't. We are hording golden nuggets.
Thursday, April 5, 2012
When We Are Deliberate
I used to direct an exercise called "Enter the Room" with actors as a reminder of human behavior in given locations.
"Enter the room as though you've never been there before."
"Now enter the room as though it's familiar."
"What changed?"
Usually the actors would shift from observation mode to purpose. For instance, in the first case they slow their movement, taking in the space from side to side, top to bottom, gently planning their next steps. Yet it is apparent they are tentative.
But if the space is familiar, they can skip that "taking in" and go right to their purpose for entering, whether to get a glass of water, to remove and place their jacket, to find someone they know in a particular place - you get the picture.
Knowing that our movement and activity communicate our relationship to a space and those around us, it makes sense that our purpose, comfort and confidence all at once show up. There's nothing more telling than someone's purposeful, deliberate action. Comfort and confidence show up when we are deliberate.
Consider the difference in what you are communicating if you enter the space where you are to present a talk if you've been there before vs. if the first time you enter is 15 minutes prior to your talk.
Your level of readiness and ease of movement set the tone for what your audience can expect of you. Without these, your confidence and comfort are slow to show up.
It doesn't take much to be deliberate - it's simply about gaining familiarity in advance so our focus can be on purpose rather than discovery. Confidence comes from practice, including practice in getting to the right place, knowing who to ask for details and how to move forward. When we are deliberate we are focused, and so are those who notice.
"Enter the room as though you've never been there before."
"Now enter the room as though it's familiar."
"What changed?"
Usually the actors would shift from observation mode to purpose. For instance, in the first case they slow their movement, taking in the space from side to side, top to bottom, gently planning their next steps. Yet it is apparent they are tentative.
But if the space is familiar, they can skip that "taking in" and go right to their purpose for entering, whether to get a glass of water, to remove and place their jacket, to find someone they know in a particular place - you get the picture.
Knowing that our movement and activity communicate our relationship to a space and those around us, it makes sense that our purpose, comfort and confidence all at once show up. There's nothing more telling than someone's purposeful, deliberate action. Comfort and confidence show up when we are deliberate.
Consider the difference in what you are communicating if you enter the space where you are to present a talk if you've been there before vs. if the first time you enter is 15 minutes prior to your talk.
Your level of readiness and ease of movement set the tone for what your audience can expect of you. Without these, your confidence and comfort are slow to show up.
It doesn't take much to be deliberate - it's simply about gaining familiarity in advance so our focus can be on purpose rather than discovery. Confidence comes from practice, including practice in getting to the right place, knowing who to ask for details and how to move forward. When we are deliberate we are focused, and so are those who notice.
Wednesday, April 4, 2012
When Meetings Follow the Rules
I recall a time I presented a topic to a firm's practice group when the firm administrator was present. He sat off to the side where he could gain an advantage of being in the room while also witnessing the participation of others during his scrutiny of me. He is a conscientious rule follower, especially one desiring the meeting facilitator conduct efficient meetings. So he was particularly interested in discovering how I would hold true to my own agenda.
As the meeting facilitator it behooves me to demonstrate both flexibility and structure so everyone's time is well-spent. Especially the introvert's.
As the meeting facilitator it behooves me to demonstrate both flexibility and structure so everyone's time is well-spent. Especially the introvert's.
Tuesday, April 3, 2012
In the Flow Presentations
Ever feel as though you are the only one who has enjoyed the flow of your topic? After stepping away from your audience, if people say to you, "I can tell you enjoy presenting," think about whether you let them enjoy your topic too.
One of the things I have learned as a presenter is the Rule of Thirds. It came to me years after I had first stepped into high school classroom training, but just soon enough to make a difference for my adult audiences. It has to do with adult learning styles. We adults learn based on three different things.
One of the things I have learned as a presenter is the Rule of Thirds. It came to me years after I had first stepped into high school classroom training, but just soon enough to make a difference for my adult audiences. It has to do with adult learning styles. We adults learn based on three different things.
Thursday, March 29, 2012
Social Pressures at Work
This morning I attended an executive breakfast that included a presentation in team building techniques for effectiveness.
Ironically, I had just read Susan Cain's chapter, When Collaboration Kills Creativity from her book, Quiet. The gist I took from Cain's chapter is, it's okay to encourage collaboration, but add a healthy dose of individual, uninterrupted work to the mix. Yet from this morning's presentation I felt the introvert's need for quiet and focused individual work is forgotten in most work environments.
Ironically, I had just read Susan Cain's chapter, When Collaboration Kills Creativity from her book, Quiet. The gist I took from Cain's chapter is, it's okay to encourage collaboration, but add a healthy dose of individual, uninterrupted work to the mix. Yet from this morning's presentation I felt the introvert's need for quiet and focused individual work is forgotten in most work environments.
Wednesday, March 28, 2012
Sales are not Tim's Gum
One eye-opening experience I had in first grade taught me a lesson about human nature that has stayed with me today. A fellow classmate, Tim - a timid and honest boy- had drifted off into his head, away from the lesson. Our teacher, Mrs. Showalter, noticed this. To bring him back into the moment with the rest of us, she simply called him by name.
"Tim," Mrs. Showalter said.
"Gum," was his immediate response as his face turned crimson.
"Excuse me?" Mrs. Showalter remarked, her eyes big and her mouth almost laughing.
We first-graders watched Mrs. Showalter regain her composure and stole looks at Tim as he covered his mouth, wondering whether Mrs. Showalter had discovered he was chewing gum in class before he confessed.
"Gum", Tim repeated.
"I see. You have gum in your mouth. Tim, would you please remove the gum from your mouth and throw it away? I believe it's time you pay attention again."
"Yes, ma'm."
We watched Tim slide out of his desk, pull the gum from his mouth and saunter to the wastebasket, hanging his head. Sheepishly he deposited the gum and apologized. "I'm sorry, ma'm." Whether he was sorry he brought attention to his crime or really sorry he attempted to chew gum in class, we don't know.
I have a feeling Tim was not enjoying his stick of gum, having to chew it on the sly, hoping dear Mrs. Showalter didn't discover it. That stick of gum probably lost its flavor quickly.
Here is what I learned. Whatever bothers us stays so top of mind that we cannot focus on anything but it. As a result, we teeter between being stuck in our head with or blurting out those things causing us pain.
"Tim," Mrs. Showalter said.
"Gum," was his immediate response as his face turned crimson.
"Excuse me?" Mrs. Showalter remarked, her eyes big and her mouth almost laughing.
We first-graders watched Mrs. Showalter regain her composure and stole looks at Tim as he covered his mouth, wondering whether Mrs. Showalter had discovered he was chewing gum in class before he confessed.
"Gum", Tim repeated.
"I see. You have gum in your mouth. Tim, would you please remove the gum from your mouth and throw it away? I believe it's time you pay attention again."
"Yes, ma'm."
We watched Tim slide out of his desk, pull the gum from his mouth and saunter to the wastebasket, hanging his head. Sheepishly he deposited the gum and apologized. "I'm sorry, ma'm." Whether he was sorry he brought attention to his crime or really sorry he attempted to chew gum in class, we don't know.
I have a feeling Tim was not enjoying his stick of gum, having to chew it on the sly, hoping dear Mrs. Showalter didn't discover it. That stick of gum probably lost its flavor quickly.
Here is what I learned. Whatever bothers us stays so top of mind that we cannot focus on anything but it. As a result, we teeter between being stuck in our head with or blurting out those things causing us pain.
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